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Aprendizaje-servicio desde un enfoque crítico feminista con perspectiva de género. Claves para su aplicación en Educación Física
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Este documento pretende orientar los procesos de elaboración de un programa de Aprendizaje-Servicio en Actividad Física y Deporte (ApS-AFD). Su contenido se estructura de acuerdo con las fases en las que se desarrolla un programa: preparación, planificación, ejecución y evaluación-reconocimiento. A su vez, en cada una de estas fases se concretan unas acciones específicas que requieren de unos procedimientos muy bien ordenados, gestionados y acordados entre los agentes implicados (alumnado-profesorado-colectivos receptores y entidades). Al final de la guia se aportan referencias de consulta para profundizar sobre el ApS en AFD. El ApS se perfila como una propuesta formativa que permite ofrecer una vivencia de aprendizaje experiencial y compartido entre las personas participantes (alumnado y colectivos vulnerados). El alumnado, guiado por el profesorado, y con las competencias propias de la titulación en el horizonte de aprendizaje, propone acciones (diseña-ejecuta-evalúa) definidas en función de las necesidades e intereses de colectivos vulnerados que están en una situación de desigualdad (económica, cultural, educativa, etc.) y que, por tanto, no tienen acceso a determinados derechos (ocio, salud, recreación, educación, etc.) necesarios para lograr su inclusión y conseguir una mayor justicia social.
El Aprendizaje-Servicio (ApS) se perfila como una propuesta formativa que permite ofrecer una vivencia de aprendizaje experiencial y compartido entre las personas participantes (alumnado y colectivos vulnerados). El alumnado, guiado por el profesorado, y con las competencias propias de la titulación en el horizonte de aprendizaje, propone acciones (diseña-ejecuta-evalúa) definidas en función de las necesidades e intereses de colectivos vulnerados que están en una situación de desigualdad (económica, cultural, educativa, etc.) y que, por tanto, no tienen acceso a determinados derechos (ocio, salud, recreación, educación, etc.) necesarios para lograr su inclusión y conseguir una mayor justicia social.
https://digibug.ugr.es/handle/10481/70964
In recent decades, increasing emphasis has been placed on the role of universities in ensuring inclusive and equitable quality education. Higher education strategies such as critical feminist service-learning (CFSL) can help achieve true university-community engagement to achieve social good while allowing students to develop academic competencies, values, and social responsibility. This study analyzes the impact of a university physical activity–based CFSL project implemented at a woman’s prison. The study combined quantitative and qualitative research methods. Eighty-one students (24 women and 57 men) participated in the project over the 3 years in which it was run (2017–2018, 2018–2019, and 2019-2020). Aspects related to the four principles of CFSL were analyzed using data collected from questionnaires and reflective learning journals completed by the students and a semi-structured interview with the prison sports instructor. Our findings show that participating in the project brought about significant changes in students’ beliefs and preconceptions about prisons, and helped them to develop their critical awareness. They also show that the project strengthened the collaborative relationship between the establishments and agents involved. In conclusion, CFSL is a powerful higher education strategy that can be used to show future educators and practitioners how sport and physical activity can drive social justice and contribute to the achievement of the United Nation’s 2030 Sustainable Development Goals.
Assessment is a regulatory and fundamental element of the teaching-learning process
(Dutra et al., 2018), which in the perspective of the Assessment for Learning allows
fostering the learning (Broadfoot et al., 1999). This study aimed to analyse students’
involvement and motivation in the Assessment for Learning processes and the impact on
learning. The participants were 21 students of a class of the 11th grade of the Scientific-
Humanistic Course of Science and Technology, with an average age of 17.23. The
instruments used were focus group interviews, audio recordings of teacher feedbacks,
several self and peer assessment moments and the teacher’s diary. Auto evaluation data
were analyzed using descriptive measures (average and mode) and the information from
pear observations, focus group interview and teacher board diary were analyzed using the
content analysis procedures (Bardin, 2008).The data showed that students raised their level
of involvement and motivation for the sessions, especially in the construction of the
gymnastic scheme. In addition, the application of this methodology has enhanced learning
in the acquisition of knowledge, as well as in the dynamics of the different groups.
Este artículo compara los efectos de dos modelos de Aprendizaje-Servicio en Educación Física para la formación de docentes desde una perspectiva de Justicia Social. Con un enfoque cuantitativo no experimental comparativo, la muestra se compone de 90 estudiantes universitarios de dos universidades: chilena y española que han participado en experiencias de Aprendizaje-Servicio en el ámbito de la Educación Física durante los cursos 2018/19 y 2019/20. El tratamiento y análisis estadístico se realizó mediante el programa SPSS v.25, estableciendo el nivel de significación para todos los análisis en P<0,05. Los resultados del estudio muestran diferencias significativas sobre los efectos que produce cada modelo de Aprendizaje-Servicio en la formación inicial desde una perspectiva de Justicia Social, utilizado en cada universidad. Asimismo, los resultados se encuentran en línea con otros estudios que muestran cómo la participación en experiencias de Aprendizaje-Servicio favorece el desarrollo de la reflexibidad crítica sobre la Justifica Social en los futuros docentes de Educación Física; además de otorgarles herramientas para la resolución de eventos problemáticos, a partir de situaciones comunitarias reales. Descriptores: Educación física; Justicia social; Universidad; Chile; España.
Background
This article aimed to systematically review the contribution of physical education (PE) classes to improve cardiorespiratory fitness (CRF) in children and adolescents; and to define potentially relevant factors for promoting CRF in PE classes.
Methods
Studies were identified from searches in ERIC, PubMed, SPORTDiscus, and Web of Science databases. Primary source articles, relating PE classes and CRF, published up to July 2019 in peer-reviewed journals were eligible for inclusion. Specific inclusion criteria were: (a) having cross-sectional or longitudinal and observational or interventional study designs; (b) targeting school-aged children or adolescents; (c) measuring CRF, heart rate or CRF test results as an outcome; (d) having statistical analyses of the CRF, heart rate or CRF test results outcomes reported; (e) focusing on PE classes or PE interventions that did not extended time or frequency of the classes; and (f) published in English, French, Portuguese, or Spanish.
Results
A total of 24 studies met the inclusion criteria. Overall, 10 studies have found a neutral effect of PE classes in students’ CRF, eight studies found that PE indeed contributed to the improvement of CRF and six studies revealed mixed findings, when PE classes where controlled for others variables (e.g. body mass index, intensity). Higher intensity PE classes consistently demonstrated contributions to improving students’ CRF.
Conclusion
Review findings suggest that PE classes can contribute to the improvement of students’ CRF. Intensity, age and weight status were identified as potentially relevant factors for promoting CRF in PE classes. To improve CRF, higher intensity classes should be provided.
There continue to be gender biases and masculinization within Physical Education (PE). Therefore, PE teacher training should challenge current curricular practices and promote transformative pedagogical approaches. We advocate service-learning (SL) which shares its essential principles and research outcomes with feminist pedagogy. This study aims to discover whether generic SL projects, aimed at meeting the needs of at-risk populations, might promote a non-gender-biased conception of PE in Physical Education Teacher Education (PETE) students/trainees. A qualitative hermeneutic-phenomenological method was used to explore the trainees’ personal experiences. Participants included 292 PETE trainees from Universities belonging to the Spanish Service-Learning Research Network in Physical Activity and Sport for Social Inclusion. PETE trainees experienced SL programmes aimed at promoting social inclusion of vulnerable populations through physical activity. A total of 292 reflection journals, 12 semi-structured interviews and 13 focus-groups were conducted. The findings were organized into four categories: ‘Equal footing’, ‘Overcoming masculinized views of PE’, ‘Beyond the class walls’, and ‘It seems that PE has evolved’. In conclusion, these findings show that SL might lead PETE trainees to see PE in a less gender-biased way and that a well-designed curriculum will be nclusive, empowering students who do not fit into the hegemonic expectations of masculinity.
Background: There seems to be a need to rethink education and shape
the future to build more equitable societies. In line with this idea,
Service-Learning (SL) has emerged as an educational approach to
integrate curricular learning and the provision of a community service.
Unfortunately, many SL implementations in Physical Education lack a
concrete frame of reference to guide them.
Purpose: Using the model-based practice framework, this paper aims to
make the case to consider SL a pedagogical model to put
transformative and socially critical Physical Education discourses into
operation in real contexts.
Method: The article is structured around two main parts. Part 1 includes
the criteria that any advocacy for a model should present within the
models-based practice framework. Part 2 is divided into different
subsections to introduce the theoretical foundations of SL, the major
theme, the teaching implications and learning aspirations,
exemplification of a particular case, and critical elements and
benchmarks. It also contains a review of the research findings and
reference networks and organizations that, despite not seeing SL
specifically as a pedagogical model, report its development in Physical
Education around the world.
Results and implications: In addition to setting the general bases and
criteria to make the case for a pedagogical model, the paper addresses
the main instructional implications for Physical Education: learning
outcomes and teaching strategies. The work suggests that by
considering the experiential, critical and transformative principles of the
model, its major learning impact is upon the affective and social
domains, in connection with the major theme identified: ‘learning by
serving’. Another relevant contribution of the article is that it provides
implementation guidelines through a 10-item checklist with
benchmarks that typify SL’s key features. This checklist could be of
value, since it can help practitioners and researchers to describe and
verify future implementations.
Conclusion: SL has the necessary elements to be considered an activist,
transformative, trans-domain and inter-contextual pedagogical model in
Physical Education. Its dual major theme (learning by serving) uncovers
new perspectives on teaching and learning in Physical Education,
promoting the students’ social and affective domains. SL provides a
connection between learning, teaching, content and context, requiring
Service learning (SL) is growing in our universities and in Spain. However, still much action and research are needed with a gender perspective. This article aims to evaluate an SL project that consisted of workshops in schools on gender and technology. We evaluated the experience with a mixed-methods approach and a gender perspective. This includes qualitative self-reports of 19 university students of sociology of gender as well as quantitative surveys completed by the 284 school students and 13 of their teachers. Our results indicate a great satisfaction among university students as well as the schools. This SL experience helped our university students to acquire specific knowledge regarding gender and social issues as well as several skills, especially communication, organization, empathy, critical thinking, and social and gender awareness and responsibility. Therefore, we conclude that such experiences show a great potential for learning as well as for social and gender transformations.
Purpose
The purpose of this study is to know the contribution of service-learning (SL) on the awareness-raising and sensitivity with regards to sustainable development goals (SDGs) in physical education teacher education (PETE) programs.
Design/methodology/approach
The research used a qualitative methodology with a case study design from an ethnographic-interpretative approach. The participants were 81 higher education level students from the PETE program. For the collection of information, the following techniques and instruments were used: non-participant observation, students’ portfolios, focus groups and group-interviews.
Findings
The main findings show the teaching positive features of SL experiences in the PETE students. In alignment with the sustainable development model, the findings suggest that SL can boost and strengthen knowledge, comprehension, sensitivity and compromise in relation to the SDGs. It can be concluded that SL allows teacher educators to train socially critical professionals and to progress toward a sustainable development.
Originality/value
SL emerges as an appropriate pedagogical model to meet the educational needs of higher education and to face global challenges in relation to the sustainable development of the planet.