Contrast of two Service-Learning modalities in physical education teacher education

This paper shows a study comparing the effects of two intervention modalities of the same Service Learning program. Specifically, it is analyzed the impact on the Teaching Competency and Social Entrepreneurship Competency of Physical Education Pre-Service Teachers (n=89). The main difference between the two intervention modalities lied in the duration and intensity of the service provided. The study was approached using Mixed Methods. The quantitative evidence was gathered through a Quasi-experimental design using two Non-Equivalent Experimental Groups. Therefore, a rubric to measure the Teaching Competence when applying Motor and Body Language Games and a questionnaire to assess the Social Entrepreneurship Competency in Service-Learning programs were used. The qualitative section was undertaken by elaborating 12 Life Histories of multiple crossed stories. Quantitative results showed significant evidence regarding the effect of service-learning on pre-service teachers for both groups. On the other hand, although there was a slight trend of higher scores on the group with more dedication to Service-Learning, no differences were found between the two experimental groups. In addition, qualitative results complemented this view reflecting how the analyzed competencies were developed. The results obtained agree with previous works as well as with several reviews regarding the effects of Service-Learning. Furthermore, remarkable findings are provided in terms of social impact and academic development on Physical Education Pre-service Teachers.