Formar Profesores de Educación Física para la Justicia Social: Efectos del Aprendizaje-Servicio en Estudiantes Chilenos y Españoles

Abstract

This article compares the effects of two Service-Learning models in Physical Education for teacher training from a Social Justice perspective. With a quantitative approach, comparative non-experimental design, the sample is made up of 90 university students from two universities: Chilean and Spanish, who have participated in Service-Learning experiences in the field of Physical Education. Statistical analysis and processing was performed using the SPSS v.25 program, set the significance level for all analyzes at P<0.05. The results of the study show significant differences on the effects produced by each Service-Learning model in initial training from a Social Justice perspective, used in each university. Equally, the results are in line with other studies that show how participation in Service-Learning experiences favors the development of critical reflexivity on Social Justification in future Physical Education teachers; in addition to granting them tools for the resolution of problematic events, based on real community situations.