Aprendizaje-Servicio, discapacidad y formación docente: reflexiones desde la experiencia en Educación Física

Abstract

Service-Learning has positioned itself as a pedagogical model capable of enhancing inclusive competencies in future educators. This manuscript aims to reflect on the impact of Service-Learning   during initial teacher training in Physical Education, specifically focusing on its capacity to promote the development of skills and competencies for working in contexts involving disability. Drawing from the practical experiences of our academic team and the support of specialized literature, reflections are presented on the role of Service-Learning   as a transformative tool for both students and educators participating in these experiences. The article is organized into four sections. The first presents an introduction. Secondly, the relationship between Service-Learning and the development of inclusive competencies in future educators is described. Subsequently, the third section addresses the challenges and opportunities of Physical Education regarding disability. Finally, the last section provides some practical reflections, particularly focusing on the challenges faced by Physical Education university teachers and students when implementing Service-Learning   experiences in contexts associated with disability.