Academic development of pre-service teachers through Service-Learning: educational and social inclusion from Physical Education

Abstract

This multiple case study analyses, through reflective diaries, the technical learning acquired by students of the degree in early childhood education who participated in a Service-Learning program. Such a program was carried out in collaboration with five different social associations, each of them being one of the case studies under analysis. The program consisted of designing and implementing practical body language and motor games sessions for children with functional diversity. The results show that Service-Learning applied with pre-service teachers through Physical Education may be an adequate tool to promote technical learning related to this subject and its didactics. In addition, the analyses evince that students developed a deeper understanding of the group of children with whom they worked; thus, promoting inclusive practices in the classroom of the future.