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Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education

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  • Pedro J. Ruiz-Montero

    (Faculty of Education, University of Málaga, 29071 Málaga, Spain
    Department of Physical Education and Sport, Faculty of Education and Social Sciences, Campus of Melilla, University of Granada, 52005 Melilla, Spain)

  • Oscar Chiva-Bartoll

    (Department of Education; Faculty of Human and Social Sciences, University Jaume I, 12071 Castellón, Spain)

  • Celina Salvador-García

    (Department of Education; Faculty of Human and Social Sciences, University Jaume I, 12071 Castellón, Spain
    Faculty of Education, Universidad Internacional de la Rioja, 26006 Logroño, Spain)

  • Cristian González-García

    (Department of Physical Education and Sport, Faculty of Education and Social Sciences, Campus of Melilla, University of Granada, 52005 Melilla, Spain)

Abstract

(1) Background: The population of older adults is growing faster but most of them experience physical, psychological, and social limitations. Higher education should reflect these concerns by providing students appropriate skills to support a sustainable society and putting the acquired theoretical knowledge into practice. Intergenerational Service Learning (SL) is an educational approach capable of contributing to these requirements. The goal of the study was to analyze the effects of an intergenerational SL program from the complementary perspective of the different agents involved. (2) Methods: The study used hermeneutic phenomenological methodology, widely used in educational research. A total of 23 (three female) Physical Education Teacher Education students (PETEs) and 20 older adults (three male) participated. Reflective journals were used for PETEs and semi-structured group interviews for older adults. (3) Results: The following categories emerged from PETEs: social sensitivity and disconfirmation of negative stereotypes, academic and professional learnings, satisfaction and personal growth, and desire for social justice. From older adults, four complementary categories emerged: disconfirmation of negative stereotypes, improvement of physical function, satisfaction and desire of continuity, and social interaction. (4) Conclusions: Intergenerational SL offers important social and educational inputs by deconstructing negative stereotypes and providing positive experiences to both PETEs and older adults.

Suggested Citation

  • Pedro J. Ruiz-Montero & Oscar Chiva-Bartoll & Celina Salvador-García & Cristian González-García, 2020. "Learning with Older Adults through Intergenerational Service Learning in Physical Education Teacher Education," Sustainability, MDPI, vol. 12(3), pages 1-14, February.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:3:p:1127-:d:316692
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    Citations

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    Cited by:

    1. Raquel Pérez-Ordás & Alberto Nuviala & Alberto Grao-Cruces & Antonio Fernández-Martínez, 2021. "Implementing Service-Learning Programs in Physical Education; Teacher Education as Teaching and Learning Models for All the Agents Involved: A Systematic Review," IJERPH, MDPI, vol. 18(2), pages 1-27, January.
    2. Qi Ma & Alan H. S. Chan & Pei-Lee Teh, 2020. "Bridging the Digital Divide for Older Adults via Observational Training: Effects of Model Identity from a Generational Perspective," Sustainability, MDPI, vol. 12(11), pages 1-24, June.
    3. Oscar Chiva-Bartoll & Antonio Baena-Extremera & David Hortiguela-Alcalá & Pedro Jesús Ruiz-Montero, 2020. "Contributions of Service-Learning on PETE Students’ Effective Personality: A Mixed Methods Research," IJERPH, MDPI, vol. 17(23), pages 1-15, November.
    4. Xavier Francisco-Garcés & Celina Salvador-Garcia & María Maravé-Vivas & Oscar Chiva-Bartoll & María Luisa Santos-Pastor, 2022. "Research on Service-Learning in Physical Activity and Sport: Where We Have Been, Where We Are, Where We Are Going," IJERPH, MDPI, vol. 19(11), pages 1-20, May.
    5. Paula M. Castro & Ana Ares-Pernas & Adriana Dapena, 2020. "Service-Learning Projects in University Degrees Based on Sustainable Development Goals: Proposals and Results," Sustainability, MDPI, vol. 12(19), pages 1-23, September.
    6. Yolanda Ruiz-Ordóñez & Amparo Salcedo-Mateu & Ángel Manuel Turbi-Pinazo & Carlos Novella-García & Carmen Moret-Tatay, 2020. "CASD-14: A Questionnaire on Civic Attitudes and Sustainable Development Values for Service-Learning in Early Adolescents," Sustainability, MDPI, vol. 12(10), pages 1-11, May.

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