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The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students

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  • Eeva-Maria Hooli

    (Department of Didactics of Language and Literature, Faculty of Education, University of Granada, 18071 Granada, Spain)

  • Silvia Corral-Robles

    (Department of Didactics of Language and Literature, Faculty of Education, University of Granada, 18071 Granada, Spain)

  • José Luis Ortega-Martín

    (Department of Didactics of Language and Literature, Faculty of Education, University of Granada, 18071 Granada, Spain)

  • Antonio Baena-Extremera

    (Department of Didactics of Musical, Plastic and Body Expression, Faculty of Education, University of Granada, 18071 Granada, Spain)

  • Pedro Jesús Ruiz-Montero

    (Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada, 18011 Granada, Spain)

Abstract

In response to the challenges of the 21st century, the European Higher Education Area (EHEA) has been committed to the development of a training model that focuses on the acquisition of cognitive, physical, and social competences, among others, rather than the mere acquisition of knowledge. This approach has gained momentum in recent years, where the learners are the protagonists of their own learning process. This change of approach requires a change in methodology and involves a renewal of the methodological approach in Spanish universities. Service learning (S-L) is an active methodology that is gaining ground across universities due to its experiential, community-based and reflective characteristics. The present study aimed to provide an overview of the impact of S-L by active programs (physical activities, movement games, active tasks, etc.) on the acquisition of professional, linguistic, pedagogical or intercultural competencies, as well as physical wellbeing skills, on English as a foreign language (EFL) teacher education students. Fourteen Spanish EFL university students carried out an S-L active intervention with a migrant group from the Migrant Temporary Stay Centre in the autonomous city of Melilla (Spain). A qualitative study was designed to evaluate the achievement of these competencies. The results show that even though S-L is a challenging methodology, it favours the development of academic, professional, and physical wellbeing competences to succeed in a competitive and changing world, as well as the improvement of the participant students.

Suggested Citation

  • Eeva-Maria Hooli & Silvia Corral-Robles & José Luis Ortega-Martín & Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero, 2023. "The Impact of Service Learning on Academic, Professional and Physical Wellbeing Competences of EFL Teacher Education Students," IJERPH, MDPI, vol. 20(6), pages 1-16, March.
  • Handle: RePEc:gam:jijerp:v:20:y:2023:i:6:p:4852-:d:1092764
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    References listed on IDEAS

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    1. Luis Miguel Dos Santos, 2020. "The Discussion of Communicative Language Teaching Approach in Language Classrooms," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(2), pages 104-109.
    2. Maria Giné-Garriga & Marlene Sandlund & Philippa M. Dall & Sebastien F. M. Chastin & Susana Pérez & Dawn A. Skelton, 2019. "A Novel Approach to Reduce Sedentary Behaviour in Care Home Residents: The GET READY Study Utilising Service-Learning and Co-Creation," IJERPH, MDPI, vol. 16(3), pages 1-14, February.
    3. Luis Miguel Dos Santos, 2020. "The Discussion of Communicative Language Teaching Approach in Language Classrooms," Journal of Education and e-Learning Research, Asian Online Journal Publishing Group, vol. 7(2), pages 104-109.
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