Percepciones en los docentes universitarios que utilizan la metodología del aprendizaje-servicio en la formación inicial del profesorado en educación física

Résumé

Service-Learning in the field of Physical Education and Sports has emerged as a pedagogical strategy that goes beyond mere knowledge transmission, embracing a philosophy that positions the student as an agent of social change. This pedagogical approach is grounded in the integration of theory with practice, promoting active student participation in projects that not only contribute to their academic education but also have a significant impact on society and the community at large. The doctoral thesis in question delves into the very essence of Service-Learning in Physical Education and Sports, focusing on the perceptions, feelings, and emotions of 33 university professors who have adopted this methodology. Utilizing an interpretative approach, the research delves into the implicit theories of these educators, exploring their role in Service-Learning projects and their reflections on the social impact of this educational practice. The findings reveal that Service-Learning is not only an effective tool for improving academic performance and personal values among university students but also plays a crucial role in building social and civic awareness. By highlighting the social impact of Service-Learning in physical activity and sports, the research demonstrates how these projects not only promote individual health and well-being but also contribute to the creation of healthier and more cohesive communities. The analysis of teachers' perceptions of their role in Service-Learning projects sheds light on the importance of their leadership as agents of social change. These educators not only facilitate the learning process but also become role models, inspiring students to actively engage in community service. The emotional and personal connection between teachers and projects is revealed as a crucial factor for the success and continuity of Service- Learning initiatives. The research also emphasizes the need to focus on the sustainable execution of projects in learning communities. This perspective underscores the importance of establishing long-term relationships with communities, allowing for a sustainable and meaningful impact. The continuity of these projects not only benefits immediate participants but also strengthens the relationship between the university and society at large. Another crucial aspect is the proposal to emphasize service over learning. By shifting the focus from teaching curricular content to serving the community, the importance of the human dimension in education is recognized. This perspective not only enhances the personal development of students but also transforms education into a force for social good. In this regard, it is essential to consider the diversity of contexts in which Service- Learning experiences are implemented. Adapting projects to the specific characteristics of each community is revealed as a crucial component to ensure a significant and sustainable impact. Understanding the social, cultural, and health dynamics of each context is essential for designing projects that address the specific needs of the local population. In conclusion, Service-Learning in Physical Education and Sports not only stands as an effective pedagogical strategy but as a transformative force that leaves an indelible mark on higher education and the communities it serves. The doctoral thesis, by delving into the experiences and perceptions of university professors, highlights the crucial role of faculty as drivers of social change. Through Service-Learning, not only is student education enriched, but a network of social engagement is woven that contributes to the sustainable development of societies. Physical education and sports, when approached from this perspective, become powerful vehicles for building a healthier, more inclusive, and engaged world.