Articles
‘‘I
felt very accomplished’: Effects of Service-Learning Practice on
Preservice
Teachers’ Training
“Me sentí
muy realizado/a”: Efectos de la práctica de
aprendizaje-servicio
en la formación de docentes en formación
Ramón Alfonso Gonzalez Rivas1
ORCID: https://orcid.org/0000-0002-4919-6556
Oscar Núñez Enriquez2
ORCID: https://orcid.org/0000-0001-6573-6762
Mary L. Henninger2
ORCID: https://orcid.org/0000-0002-5429-8127
Teresa de Jesús Barreras Villavelazquez1
ORCID: https://orcid.org/0000-0002-4241-3810
Universidad Autónoma de Chihuahua. Chihuahua-México1
Illinois State University, School of
Kinesiology and Recreation. Normal. IL. USA2
Corresponding
autor
onuneze@ilstu.edu
Received: 04-10-2025
Accepted: 02-03-2025
Available online: 15-01-2026
Abstract
There has been an increased interest in understanding the relevance
and impact of Service Learning as a pedagogical and training tool for
preservice teachers. Service Learning combines academic coursework with
community engagement. Despite its growing adoption in teacher education
programs, there is a lack of research that bridges inclusive practices and work
with individuals with disabilities. The aim of this study was to understand the
effects of a Service-Learning methodology on the academic training of
preservice teachers, through a motor intervention involving individuals with
intellectual disabilities. From a qualitative study perspective involving a
total of 21 pre-service college students, 1 professor, 29 individuals with
intellectual disabilities, and the lead teacher. Data was collected through
several sources: reflective journals, semi-structured interviews, and focus
groups. An emergent design based on grounded theory guided the data analysis. Three
main categories of impact: (a) academic satisfaction and professional identity;
(b) personal growth; and (c) knowledge acquisition. The SL experience
significantly contributed to the preservice teachers' academic formation,
challenging personal beliefs and promoting professional development. This study
highlights the transformative potential of Service Learning in preservice
teacher training by disrupting assumptions, provoking discomfort, and opening
space for meaningful learning.
Keywords: Service-Learning,
Physical Activity, Preservice Teachers, Pedagogical Tools.
Resumen
Ha
habido un creciente interés por comprender la relevancia e impacto del
Aprendizaje-Servicio como una herramienta pedagógica y formativa para docentes
en formación. El Aprendizaje-Servicio combina el trabajo académico con la
participación comunitaria. Aun de su creciente interes, existe poca
investigación vinculando la relación de prácticas inclusivas con personas con
discapacidades. El objetivo de este estudio fue comprender los efectos de una
metodología de Aprendizaje-Servicio en la formación académica de docentes en
formación, a través de una intervención motriz con personas con discapacidad
intelectual. Fue un estudio cualitativo donde participaron 21 estudiantes
universitarios, un profesor, 29 personas con discapacidad intelectual y una
docente. La recolección de datos fue mediante: diarios reflexivos, entrevistas
semiestructuradas y grupos focales. El análisis de datos se guio por un diseño
emergente basado en la teoría fundamentada. Tres categorías principales de
impacto: (a) satisfacción académica e identidad profesional; (b) crecimiento
personal; y (c) adquisición de conocimientos. La experiencia de
Aprendizaje-Servicio contribuyó significativamente a la formación académica de
los futuros docentes, desafiando creencias personales y promoviendo el
desarrollo profesional. Este estudio resalta el potencial transformador del
Aprendizaje-Servicio en la formación docente al cuestionar supuestos, generar
incomodidad y abrir espacios para un aprendizaje significativo.
Palabras clave: Aprendizaje-Servicio, Actividad Física, Futuros
Docentes, Herramientas Pedagógicas.
Introduction
The current educational system in the United
States and Mexico is built around a constructivist learning perspective (Gagnon
& Collay, 2001). Current research shows that the academic training of
physical education and related professionals in Mexico has significant room for
improvement in the development and acquisition of competencies, teaching
strategies, and learning assessment (González-Rivas et al., 2019; Zueck et al.,
2023). Therefore, the use of teaching methodologies in which the student takes
an active role during their learning process is recommended (García-Álvarez et
al., 2022). What this means is that it can be characterized by the interaction
between individuals and the environment in which knowledge is acquired.
According to Dewey (1986) for the existence of significant and lasting learning
the student must learn through experience. Similarly, Kolb (2014) contributed
to building this paradigm through his proposal of the cycle of experiential
learning., Dewey and Kolb highlighted the importance of reflection throughout
what is known as hands-on experiences, which shares common tenets with Service
Learning (SL).
According to Yori and Ye (2012), SL can be
defined as a pedagogy that allows student development of competencies and
reflection through service in the community. SL is based on the constructivist
paradigm, in which reflection enables understanding of what has been learned
and the solution of problems in different situations (Kendall, 1990). SL is the
combination of both academic practicums and community service, as it emphasizes
organized service activities that have academic processes and social
objectives. In other words, with SL, the course contents must be met while the
teacher evaluates and provides feedback on the performance of the students who
develop competencies through the community service (Franco-Sola & Figueras,
2020; Romack & Hsu, 2011).
From a critical and pedagogic perspective SL has
the following characteristics: a) Link between research and education, with the
aim of designing educational activities that respond to social needs; b)
Examine in detail the characteristics of the community, through stories,
dialogues and interviews; (c) Contribute significantly to education in the
identification of social causes and problems, through activities for the
benefit of the community; d) Use academic knowledge for the benefit of problem
solving, through reflective dialogue and action; and e) Promote the
participation of educational institutions in the community, seeking linkage and
creation of service strategies for and with the community (Brown, 2001).
Research suggests that SL is a pedagogy that helps preservice teachers develop
key skills due to hands-on experience in real environments (Chiva-Bartoll &
Fernández-Rio, 2022; Miller, 2012; Pérez-Ordás et al., 2021). For a successful
SL program, it is important to consider factors such as the curriculum, teacher
and student experience, and the context in which the activities will be
developed (Chiva-Bartoll & Fernández-Rio, 2022).
SL has been used in the preservice teacher’s
training within undergraduate courses such as physical education, sports and
recreation, physical activity for health, among others, linking the university
and the community (Chiva-Bartoll et al., 2021a). SL has been an increasingly
used strategy and pedagogical tool in training of preservice teachers both in
Spain and the United States (Douglas et al., 2019; Du Toit, 2019; Lamoneda,
2018; MacPhail & Sohun, 2019; Marttinen et al., 2020; Peralta et al., 2016;
Ward et al., 2017). Based on the findings of several studies, SL contributes to
the development of cognitive and attitudinal aspects, values, and growth of professional
competencies and identity (An, 2021; Chiva-Bartoll et al., 2021b; Furco &
Billig, 2002; García et al., 2023). These findings suggest that SL methodology
strengthens the holistic preparation of professional in the field of physical
activity.
Even though there is a precedent for the
implementation of SL in teacher training programs, little research exists to
examine the use of SL when working with preservice teachers who work with
individuals with intellectual disabilities. In one example of such research,
Woodruff and Sinelnikov (2015) designed a SL program to adapt a physical
education course to 24 young adults with intellectual disabilities. Their
findings suggest that the SL is an effective pedagogy to help preservice
teachers and students with intellectual disabilities acquire knowledge and develop
a variety of skills in a physical education setting. Similarly, Capella-Peris
et al. (2020) designed an intervention program, in which 52 PETE students and
38 individuals with Down Syndrome participated. Their conclusions suggest that
the SL had a positive effect in the PETE students’ training and contributed to
the development of a critical and inclusive education. While some research
points to the positive impacts of SL on preservice teachers’ development of
skills when working with students with disabilities, more research needs to be
conducted to better understand how such programs impact teacher candidates and
students with intellectual disabilities.
Current literature review revealed limited
scientific evidence on the use of the SL methodology within the Mexican
socio-educational context, particularly in the academic preparation of professionals
of physical activity. This gap limits the understanding of SL as a teaching
methodology in Mexico and, consequently, restricts the ability to develop stronger
and more effective pedagogical approaches that could enhance the educational
process. Additionally, it reduces understanding of how academic competencies
are acquired after the implementation of the SL methodology. The research
question that led to this project was: What effects will the application of the
SL methodology have on the training of physical education teachers? Therefore,
the purpose of this study was to understand the effects of a SL program as a
training methodology on pre-service teachers enrolled in a Physical Education
Teacher Education program that served students with intellectual disabilities.
Methodology
This case study used a phenomenological approach
to analyze preservice teachers’ historical dimensions and human experiences,
interpreting the actions carried out by Physical Education Teacher Education
majors while working in a SL program (Laverty, 2003). In combination with the
case study, phenomenological understanding is relevant when the object of study
is analyzed in its real context and the data are the result of everyday events
(Yin, 1994), facilitating the understanding of reality in all its complexity
(Sevillano, 2003). In this way, the case study was chosen to understand a
unique phenomenon: the experience of the preservice teacher learning through
the pedagogy of SL.
A total of 21 college students (12 females, 9
males) with an average of age between 19-20 years old, 1 college/university
professor, and the lead teacher of the Warriors Group participated in this
study. The Warriors Group is a physical activity center devoted to providing
opportunities for people, ages 18-65, with intellectual disabilities to engage
in quality physical activity. All college students were in their second year
enrolled in the Human Motricity bachelor’s degree at a university in
northwestern Mexico. The university professor was a male (34 years old) with 5
years of experience in teaching at the university level with one year experience
teaching the Motricity and Intellectual Disability course. The lead teacher for
the Warriors group, (male, age 33), had a degree of Human Motricity, with a
tenure of 2 years as lead teacher of the group. It is important to clarify that data collection
for this study was completed with the college students.
The SL program implemented had two purposes, the
first oriented towards preservice teachers’ training which is divided in four
goals: a) to identify the cognitive, social and communicative characteristics
of individuals with intellectual disability; (b) distinguish disorders related
to the intellectual disability; (c) differentiate motor aspects; and d)
development of pedagogical knowledge and competencies to work with people with
intellectual disabilities. The second purpose was related to social service and
was divided in two goals: a) to promote physical activity of individuals with
intellectual disabilities, and b) to be inclusive for all individuals with
intellectual disabilities. The SL program lasted 12 weeks, with an intervention
of four hours per week. Teacher candidates attended two hours, either on
Wednesday or Friday evening for a total of 24 hours of service.
In this way, the SL components were aligned with
the objectives established in this study. The activities carried out in real
contexts facilitated the development of specific competencies related to the
students' academic preparation. In addition, there were structured opportunities
for reflection guided, both in group and individual levels. Dara collection
through focus groups and reflective journals allowed for an in-depth understanding
of the college students' experiences. Together, these elements made it possible
to explore how the SL experience contributed to academic satisfaction, personal
growth, and knowledge acquisition, which is consistent with the purpose of this
study.
The Warriors Group offered basketball and soccer
on Wednesdays and dance and volleyball on Fridays. All sessions were led by the
preservice teachers who were supervised by the lead teacher of the Warriors
Group. Meanwhile, the university professor attended 40 of the 42 sessions in
the roles of supervisor, counselor, and observer. At the end of each session,
the professor and the preservice teachers engaged in reflective dialogues about
critical incidents and the learning process. Finally, the university professor
and the preservice teachers planned the intervention, analyzing the course
contents and adapting to the Warriors Group´s needs.
This project was approved by the research and
graduate department of the Autonomous University of Chihuahua (18102022-048),
and all appropriate consent forms were obtained. Data collection included:
reflexive journaling and focus group interviews. Reflexive journaling was used
to document preservice teachers’ reflections after each teaching session
(Nolan, 2008). Students were encouraged to write any critical incident that
they considered relevant. According to Schmidt and Brown (2016), to write any
personal experience facilitates critical and reflexive thinking.
Focus group interviews were also implemented
with 8 preservice teachers. These students were considered due to the fact that
attended all sessions which was an inclusion criterion. The aim of the focus
group interview was to identify the preservice teachers’ experiences that were
not expressed in the reflexive journals. Focus group interviews were held after
the end of the service and one week before the end of the school semester and
lasted approximately one hour and 30 minutes.
All focus group interviews were transcribed
verbatim. All data were thematically analyzed according to Corbin and Strauss (1990)
specifically, with a design that is characterized by being an
inductive-deductive process, in which open and axial coding was implemented to
validate the different categories through a constant comparison of the data
collected (Glaser, 1992). In this way, the conceptual bases of grounded theory
were taken, but not as the methodological design for this project. Right after,
axial coding was used to find the relationship between the different
categories. Atlas Ti software was used as a work tool.
Interpretive depth was ensured through an iterative analytic process
with an inductive-deductive orientation. Reflective journals and focus group
interviews were analyzed simultaneously using open and axial coding, which allowed
for constant comparison within and across data sources. The criterion of
theoretical saturation guided the data collection process and was considered
reached when additional analysis no longer generated new conceptual elements,
and when the categories demonstrated internal coherence, analytical richness,
and empirical support across participants.
The scientific rigor of this study was demonstrated through the criteria
of credibility, confirmability, triangulation, and auditability. Credibility
was established through a detailed description of the socio-educational
context, the use of verbatim quotations, and the depth of the analysis conducted.
Confirmability was supported by an empirical and transparent research process,
as well as by the researcher's reflexivity. Triangulation was ensured through
the use of multiple data collection sources. Finally, auditability was
supported by a detailed record of methodological decisions and data analysis
procedures (Anney, 2014; Tracy, 2010).
Results
Findings of this research are highlighted in three categories (a)
academic satisfaction and professional identity; (b) personal growth; (c) and
knowledge acquisition. However, it is important to say SL served as a holistic
and pedagogical tool to the training of preservice teachers. Each category will
be discussed in detail, highlighting data from focus group interviews and
reflexive journals.
Academic Satisfaction and Professional Identity
Academic satisfaction and professional identity were broken into three
main sub-categories a) University professor’s planning; b) social relevance and
professional pride; and c) reality of future professional work. Preservice
teachers tied their professional identity development to the profession's
social relevance as seen by others and professional identity, defined as a
sense of belonging and realities of teaching were described by pre-service
teachers.
Academic satisfaction, as defined by the preservice teachers,
included overall enjoyment during the class. A dedicated study schedule and
course contents were identified as contributing to the preservice teachers’
academic satisfaction. The importance of experiential learning in getting and
learning concepts was highlighted in this excerpt “The truth is that I really liked
seeing the theory before and then applying it in practice” (Student 3, Focus
Group).
Preservice teachers found that applying foundational knowledge and
developing necessary skills in their professional future was essential to their
satisfaction. “I feel satisfied because I feel like I did a good job. I feel
like I learned so much in every practice we had with people with disabilities.”
(Reflexive journal, student 9).
In the addition, the learning environment during the university
sessions in the classroom was very important to the students, as mentioned by
this preservice teacher.
I
feel that this way we are more engraved in what we analyzed in the class, and
we advance more. I really liked how the class was given, I think it was
organized very well, because there was flexibility, the topics were divided
well… (Student 3, Focus Group).
Social relevance and professional pride represented how the SL
program helped to contribute to preservice teachers’ professional identity as
future graduates in Human Motricity. During the SL program, the preservice
teachers became aware of the social impact of their academic training and
importance of the work that they will perform in the future, “The truth was
that this experience left me very happy and calm because I said to myself, we
are making this to be noticed, we are making people realize that we can make
changes in society” (Student 1, Focus Group). Preservice teachers went on to
express their pride and internalization of the vision and mission of the
academic training they received through the SL program. Furthermore, the SL
program helped preservice teachers to experience the reality of their future
professional work. This was important because, at the time of class enrollment,
even during their first semesters of their academic training, they did not have
a clear idea about what would be their professional work. For example, one
preservice teacher stated.
In my
case, I entered this major, I liked it and everything but in itself I did not
know what I was going to face; In other words, they tell us they are going to
work with people with disabilities, with the elderly, with babies, but you say:
what am I going to do? (Student 7, Focus Group)
I am
very proud that today I put aside the fears I had the first time in the batting
cages, I knew how to better handle the situation, the organization and the way
to approach each one of them. I feel more comfortable… (Reflexive journal,
student 10).
Similarly, the experience of engaging in a SL practicum helped
preservice teachers identify the type of population with which they like to
work. For this, the students carried out a process of self-reflection that a
better understanding of professional identity.
What
I took away from this whole experience is that it is great to work with
individuals with disabilities, it is one of the most beautiful jobs because you
learn new things, I really enjoyed this experience… (Reflexive journal, student
15).
Personal Growth
The second major theme, personal growth, encompassed two main areas,
the development of values and attitudes, and the development of motivation to
learn. Preservice teachers discussed how working and studying in the SL program
facilitated their growth as future professionals in the field. Similarly,
working in the SL program drove home the importance of the development of
motivation to continually learn to the growth of the preservice teachers as
future professionals.
Through the SL program the preservice teachers developed values and
attitudes congruent with their teacher preparation such as empathy when they
recognized the abilities and limitations of individuals with intellectual
disabilities.
I
have learned a lot about how to treat them, not that before I treated them
badly, but I always wanted to treat them as if they were children. Now I
realize that they are the same as us and therefore should be treated the same,
even if they have a disability. (Student 6, Focus Group).
As a direct result of working with individuals with disabilities,
preservice teachers noted that their appreciation and respect for those with
intellectual disabilities grew over time which contributed to their development
of joy and empathy. As stated by one participant:
I got
great pleasure working with them, I feel that I became fond of it and it led me
to be better, to work better, to inquire more. I think it made me grow more as
a person, to give students’ the treatment they deserve… (Student 5, Focus
Group).
Along with the development of empathy, preservice teachers
acknowledged the need for tolerance and patience when providing instructions
and corrections to specific movements and techniques of the sports.
I
took away many lessons from what we did. Now I feel more competent when
teaching, about what we worked on and, above all, about how to act with them,
always with respect and tolerance… (Reflexive journal, student 13).
In addition to developing professional values and attitudes, it was
clear that for preservice teachers, having direct contact with individuals with
intellectual disabilities helped them to acquire a different motivation to
learn. Preservice teachers described how they were able to implement a
knowledge-based approach and transfer it to ‘real life’ situations as mentioned
by one preservice teacher, “I experienced and mentioned how the SL program
influenced my training, specially to be motivated to be a better preservice
teacher, a university student, thus, to be great in-service teacher in the
future…” (Student 3, Focus Group). The hands-on experience of working with
those with intellectual disabilities pushed preservice teachers to try to
become better now and in the future.
One comment from a preservice teacher stands out when referring to how
feelings of confidence and security to face real problems of his professional
future were developed through his engagement in the SL program. In this way,
the SL methodology generated a change that manifested itself in personal and
professional growth.
I
leave this practicum very satisfied, I feel different, at the beginning I was
very nervous, I felt very confused. Right now, I feel excellent, I feel very
well that I can implement and provide a good class without any problems, I feel
very comfortable in the class… (Student 3, Focus Group).
Knowledge Acquisition
Participants discussed ways in which the SL program helped to foster
the acquisition of knowledge necessary to successfully work with individuals
with intellectual disabilities. Ways in which knowledge was acquired included
(a) knowledge developed through critical and reflexive thinking in real life
contexts; (b) knowledge developed through collaboration with peers; (c)
knowledge gained through successful responses to critical incidents. Preservice
teachers noted that the nature of SL allowed them to bridge the gap between
theory learned in class and its practical applications when working with
individuals with intellectual disabilities.
When
I arrived at the group, I analyzed them and I could observe that most have mild
intellectual disability, many of them are functional and are transported to
their homes, jobs, and sports activities, most have Down syndrome, Fragile X
and others do not have syndromes that can be clearly identified ... I focus on
how their cognitive process was, looking at their attention span, perception, memory,
and language. (Reflexive journal, student 4).
While the concepts of cognitive processing, attention span,
perception, memory, and language were discussed in the classroom, the real-life
interactions that occurred in the SL program drove those concepts home for
preservice teachers in meaningful ways.
I
noticed that they had difficulty following certain instructions that we gave
them at the time, perhaps because it is difficult for them to divide their
attention between listening to the instructions and executing the movement that
is asked of them… (Reflexive journal, student 11).
Preservice teachers developed pedagogical skills, specifically in
planning motor intervention with individuals with intellectual disabilities
through both critical and reflexive thinking that took place while working in
the SL program. In one instance, reflexive thinking within the context was
developed as preservice teachers were able to identify and understand the
diversity in the motor, cognitive, social, and behavioral differences of each
of the individuals with intellectual disabilities with whom they served.
I
believe that I take the competence of knowing how to identify the need that
must be met, that is, to identify what is needed in each person because they
all had different skills, a different level of abilities. So, knowing how to
treat and see which person requires more support in a certain activity and who
they are in that same activity does not require support, but in others they do,
and also know how to adapt it because you are working with a group and you can
put the same activity to everyone, but each one, each one needs a
differentiated attention. So, I think that's what led me, knowing how to really
identify the area of opportunity of each person and how you can work on it...
(Student 1, Focus Group).
This results in a better understanding of disability and how one can
perform physical activity, but in a differentiated way in complexity and
rhythm, according to the degree of disability and particular needs of each one.
In this way, they learned to adjust the planning of the session. Similarly,
this observation capacity allowed preservice teachers to identify risk
situations during subsequent sessions. But also, to recognize the progress that
their motor intervention had.
Once the preservice students observed the functional diversity of
individuals with disabilities, they also developed analytical, critical, and
reflective thinking about their motor intervention with individuals with
intellectual disability. This helped preservice teachers to reflect more deeply
on the type of activities, material resources, spaces, and specific
adaptations. In this way, another important finding was that the university
students contemplated that their class plans should be based on the needs and
functional possibilities of individuals with intellectual disability.
The processes of reflexive and critical thinking were developed as a
direct result of engaging in the SL program. The ability to work directly with
individuals with intellectual disabilities provided preservice teachers with
opportunities to reflect upon their practices regarding the impact the
decisions they made had on the learning of those with which they worked. These
opportunities allowed for greater knowledge acquisition beyond what could be
learned in the classroom alone.
Cooperative learning with peers also contributed to valuable
knowledge acquisition. Understanding cooperative learning and collaboration, as
a learning methodology, was evident when students became aware of the
performance of their peers, in order to provide feedback to themselves, with
the purpose of learning together.
....and
especially because we are classmates and some even friends, it is as Edwin
says: "I will never lie to you, nor will I tell you a lie, I will tell you
things because I love you, because you are a friend because, I want you to
correct this not so that you get upset and you are going to take it
wrong". That's why as Yurem says we are a team and between us we must
correct ourselves and try to be as good as possible... (Student 5, Focus Group)
There were participants who expressed that during the SL program
they acquired skills and developed didactic competencies that allowed them to
perform as professionals in training. They acquired a body of knowledge that
made it easier to express their ideas and have control of the group needed to
explain activities. As the university students gained experience and skills and
got to know the students, their confidence to teach the classes increased.
I
take many practical lessons, for example, that if I want to apply an exercise
or an activity it is important to segment it from the simplest to the most
difficult, in order to meet the objective, I believe that to have a better
result it is good to go from less to more. For example, first throw the ball,
then with a bounce, and then with 2, and then throw the ball, then running. I
think that helped me a lot and not only in this class, but also in other
classes. That is what left a stronger impact on me, because everything is
learning, it can be applied in various areas of visual disability, for example…
(Student 3, Focus Group)
It is important to highlight the importance of class practice
instructions. Since students were exposed to real situations that they could
face in the SL program. This contributed to the acquisition of learning and
academic satisfaction, through the process of analyzing theory and putting that
theory into practice. Preservice teachers noted that the SL program provided
them with opportunities to practice what they learned in real situations,
during the SL program. In this sense, the students found the link between what
was learned in the classroom and its relevance, which, in some way, is also
related to the feeling of satisfaction in his/her academics.
…Yes,
the theory was very useful in the classroom and more so because on Friday we
had class in the morning and in the afternoon, we went to “La deportiva”, so we
brought everything very fresh. It did happen to me on 2 occasions, for example:
one day we explained about the types of behavior corrections and then the
behavior happened in the afternoon “that the girl was trying to seek attention,
so you (university professor) told us try to correct it in this way and we
applied it and then if it turned out very well”. (Student 2, focus Group).
Most participants said that in their first session they were nervous
and distrustful about basic instructions and actions as in the organization of
the group, as well as in the warm-up. In addition, they [preservice teachers]
expressed that the principal reason for being afraid was making a major mistake
that could affect the person with disabilities. In this way, the behavioral
change was evident, as the preservice teachers were insecure in making
decisions at first without the approval of the university professor and asking
other classmates. As preservice teachers gained experience in the SL program
their reliance on their professor diminished.
At
the beginning of the teaching, I was a little scared because I was afraid to go
and do something unfitting to the teaching expectations, because we [preservice
teachers] are learning how to deal with them [individuals with disabilities].
Although, I know that I must treat them like everyone else, no expectations
whatsoever. I was a little afraid to do something incorrectly (Reflexive
journal, student 5).
Discussion
It is important to conduct research related to
the training of physical activity professionals as such research allows for
improvements in educational processes in Mexican Physical Education Teacher
Education programs and context. Overall, findings from this study indicate that
engaging in SL programs during teacher training resulted in a positive and
thorough interaction. Additionally, our findings are consistent with the
application of the SL methodology when engaging in the academic and learning
process in the academic training of students in higher education.
First, findings suggest that SL is a relevant
way to help preservice teachers develop essential skills when working with
individuals with intellectual disability in physical activity. This is an indicator
that there are similarities between SL and qualitative research such as
reflecting on the link between learning and in-service experiences (Furco &
Billig, 2002). Since students highlighted that planning and organization of the
contents of the class syllabus, the laboratory sessions and their congruence
with the service was a clear and beneficial way to understand in-depth the
competency development during the SL. This is consistent with the findings of
Coleman et al. (2023), where it was identified that for the success of the
learning process, the intention of the professor is an essential component,
which is structured in the planning process. Thus, it is important to say that facilitators
within higher education and preservice teachers training can offer to maximize
learning of content that is relevant for real life experiences.
Second, preservice teachers expressed that they
were aware and proud of the social impact that their future professional
performance shows, especifically in their work with individuals with
disabilities. These findings are consistent with the work of Chiva-Bartoll et
al. (2021b), which suggests that the SL methodology in the training component
within physical activity professionals facilitates students to be aware and
acquire responsibility as a fundamental part of professional identity. Since we
can say that by doing preservice teachers further expanded their own selves and
building stronger values, beliefs and principles. This is consistent with to
Maya (2003) because professional identity is the result of human interaction, and
the exposure of preservice teachers to real environments through SL helps
facilitated the development of their professional identity.
Third, preservice teachers displayed a lack of
confidence at the beginning of the class to work with people with disabilities,
leading to a variety of feelings such as nervousness, sweaty palms and lack of
communication. The lack of knowledge was a clear factor that affected the
preservice teachers to fully engage with the individuals with disabilities. This
is consistent with the work done by An (2021) and Woodruff and Sinelnikov
(2015) identifying that one reason behind the lack of confidence was a
perceived lack of knowledge of the motor, attitudinal and cognitive abilities
of individuals with disabilities. Thus, during the SL program training preservice
teachers helped them to develop a different understanding learning processes,
which in fact provides an opportunity for future programs to provide different
experiences that connect with the real world (An, 2021; Chiva-Bartoll et al.,
2021b; Whitley et al., 2017).
Our findings suggest that by identifying an
important personal growth and providing preservice teachers of different
opportunities, the development of values and socio-emotional skills such as
empathy, tolerance, responsibility allows a personal and professional identity
to work together and to acknowledge different boundaries that need to further
expand. This is consistent with An (2021); García et al. (2023); and Whitley et
al. (2017) who found that when students acknowledge the development of
different skills, leadership and teamwork become central components of their
personal growth and professional identity. As such this indicates that the
application of SL in higher education contributes to the acquisition of skills
such as attitudes and values which are important when designing curricula-based
programs in various contexts (Geller et al., 2016; Reed & Butler, 2015;
Sass & Coll, 2015).
Thus, it can be said that reflection is a
process of reconstructing meanings from lived experience, while reflecting on
the personal and professional events. In this case, preservice teachers
analyzed their own performance during the SL program helping them to develop a pedagogical
and didactical competency that allowed them to adapt to the different
situations and needs of individuals with intellectual disabilities. As such,
the SL program made it easier for the preservice teachers to not only apply
their learnings, but to also be aware of their progress and importunities for
improvement becoming an important pedagogical tool for future training higher
education programs.
Conclusion
The findings of this study indicate that the
implementation of the SL methodology in the initial training of physical
education preservice teachers in Mexico contributed meaningfully to their professional
development. Particularly in contexts involving individuals with intellectual
disabilities. More specifically, the SL experience fostered the development of
pedagogical competencies related to planning, adaptation, and decision-making
in real instructional settings, as well as socio-emotional competencies such as
empathy, responsibility, and reflective awareness.
Despite these contributions, this study also
presents several limitations that must be acknowledged. The intentional and
relatively sample restricts the transferability of the findings to other
context or populations. Future research should address these limitations by incorporating
larger and more diverse samples and research designs. Simultaneously, to use
other pedagogical approaches such as a student-centered perspective to
understand all participants' perspectives to modify the existing curriculum and
the teacher education preparation in physical education programs from
Latin-America.
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Funding
The authors received no funding for
the development of the research.
Conflict
of Interest
The authors declare that they have
no conflicts of interest.
Author
Contributions
The authors contributed to the
development of the manuscript.
