Contributions of Service-Learning to more inclusive and less gender-biased Physical Education: the views of Spanish Physical Education Teacher Education students

There continue to be gender biases and masculinization within Physical Education (PE). Therefore, PE teacher training should challenge current curricular practices promote transformative pedagogical approaches. We advocate service-learning (SL) which shares its essential principles research outcomes with feminist pedagogy. This study aims discover whether generic SL projects, aimed at meeting the needs of at-risk populations, might a non-gender-biased conception in Teacher (PETE) students/trainees. A qualitative hermeneutic-phenomenological method was used explore trainees’ personal experiences. Participants included 292 PETE trainees from Universities belonging Spanish Service-Learning Research Network Activity Sport for Social Inclusion. experienced programmes promoting social inclusion vulnerable populations through physical activity. total reflection journals, 12 semi-structured interviews 13 focus-groups were conducted. The findings organized into four categories: ‘Equal footing’, ‘Overcoming masculinized views PE’, ‘Beyond class walls’, ‘It seems that has evolved’. In conclusion, these show lead see less gender-biased way well-designed curriculum will inclusive, empowering students who do not fit hegemonic expectations masculinity.