Service learning (SL) is a widespread pedagogical approach in teacher education. In SL programmes, practice and theory are expected to be connected. However, as teacher educators, we acknowledge that they are not always completely aligned. To better understand this tension, in this collaborative self-study, four teacher educators examined the complexity of balancing ideal teaching and ‘what works’ in an SL programme carried out in the field of physical education teacher education in eastern Spain. The analysis identifies connections and disconnections between theoretical perfection – using the SL benchmark items (
Chiva-Bartoll and Fernández-Río, 2022) – and real practice. The findings suggest that straightforward theoretical principles cannot do justice to the complexities of SL and teacher educators must adapt them to their specific contexts. Such insights are important for helping teacher educators to navigate between theory and practice. In addition, we provide some concrete practical implications for each SL benchmark item to improve teaching practice.
BaileyEKnellE (2023) Collaborative service-learning: Sharing music in a preschool classroom. Journal of Music Teacher Education33(2): 86–103.
2.
BennasarFBenitoBFerrerT, et al. (2023) Diseño e implementación de un modelo Aprendizaje-Servicio dirigido a los Objetivos de Desarrollo Sostenible aplicando técnicas de codiseño. Revista Electrónica Interuniversitaria de Formación del Profesorado26(3): 177–193.
3.
BerryA (2007) Tensions in Teaching about Teaching: Understanding Practice as a Teacher Educator. Dordrecht: Springer.
4.
BonnetAGlazierJ (2023) The conflicted role of uncertainty in teaching and teacher education. Teachers and Teaching31(2): 210–217. 10.1080/13540602.2023.2272650.
5.
BrookhartSM (2008) How to Give Effective Feedback to Your Students. Alexandria, Virginia, USA: ASCD.
6.
ButinDW (2006) The limits of service-learning in higher education. The Review of Higher Education29(4): 473–498.
7.
ButlerBBullockS (2022) Learning through Collaboration in Self-Study. Singapore: Springer.
8.
CamusRNgaiGKwanKP, et al. (2021) Knowing where we stand: Mapping teachers’ conception of reflection in service-learning. Innovative Higher Education46(3): 285–302.
9.
Capella-PerisCGil-GómezJChiva-BartollO (2020) Innovative analysis of service-learning effects in physical education: A mixed-methods approach. Journal of Teaching in Physical Education39(1): 102–110.
ChambersDLaveryS (2022) International service learning: Benefits, challenges and experiences of pre-service teachers. Asia-Pacific Journal of Teacher Education50(5): 498–514.
12.
ChambersDJLaveryS (2012) Service-learning: A valuable component of pre-service teacher education. Australian Journal of Teacher Education37(4): 128–137.
13.
Chiva-BartollOCapella-PerisCSalvador-GarciaC (2020) Service-learning in physical education teacher education: Towards a critical and inclusive perspective. Journal of Education for Teaching46(3): 395–407.
14.
Chiva-BartollOFernández-RíoJ (2022) Advocating for service-learning as a pedagogical model in physical education: Towards an activist and transformative approach. Physical Education and Sport Pedagogy27(5): 545–558.
15.
Chiva-BartollOMaravé-VivasMSalvador-GarciaC, et al. (2021a) Impact of a physical education service-learning programme on ASD children. Children and Youth Services Review126: 106008.
16.
Chiva-BartollOSantos-PastorMMartínez-MuñozL, et al. (2021b) Contributions of service-learning to more inclusive and less gender-biased physical education. Journal of Gender Studies30(6): 699–712.
17.
CreswellJW (2012) Qualitative Inquiry and Research Design: Choosing among Five Approaches. United Kingdom: Sage.
18.
DarbyAWillinghamL (2022) Faculty motivation in service-learning based on expectancy x value theory. Journal of Experiential Education45(3): 337–353.
19.
DeeleySJ (2022) Assessment and Service-Learning in Higher Education: Critical Reflective Journals as Praxis. Switzerland: Springer Nature.
20.
DeweyJ (1938) Experience and Education. New York: Macmillan.
21.
EdwardsLAFontanella-NothomOStromKJ (2024) Theorizing outside the lines: A self-study of collaborative learning in a critical posthuman reading group. Studying Teacher Education21(2): 1–20. 10.1080/17425964.2024.2374261.
22.
EllingsonLLSotirinP (2020) Making Data in Qualitative Research: Engagements, Ethics, and Entanglements. London: Routledge.
23.
FletcherTBeckeyA (2023) Teaching about planning in pre-service physical education teacher education: A collaborative self-study. European Physical Education Review29(3): 389–404.
24.
FurcoANorvellK (2019) What is service learning?: Making sense of the pedagogy and practice. In: AramburuzabalaPMcIlrathLOpazoH (eds) Embedding Service Learning in European Higher Education. London, UK: Routledge, 13–35.
25.
GalvanCMeaneyKGrayV (2018) Examining the reciprocal nature of service-learning for underserved students and preservice teachers. Journal of Teaching in Physical Education37(4): 363–372.
26.
GoundarPR (2025) Researcher positionality: Ways to include it in a qualitative research design. International Journal of Qualitative Methods24. 10.1177/16094069251321251.
27.
HallingerPNarongDK (2024) A bibliometric review of service learning research, 1950–2022. Journal of Experiential Education47(4): 566–590.
28.
HeoJKingCLeeJW, et al. (2014) Learning from healthy older adults: An analysis of undergraduate students’ reflective essays. The Asia-Pacific Education Researcher23(3): 537–545.
29.
HordvikMFletcherTHaugenAL, et al. (2023) Using the metaphor of orchestration to make sense of facilitating teacher educator professional development. European Journal of Teacher Education46(3): 417–434.
30.
IannucciCNí ChróinínDLuguettiC, et al. (2026) Is meaningful physical education and social justice a complimentary combination? A physical education teacher educator collaborative self-study. Physical Education and Sport Pedagogy31(1): 1–15. 10.1080/17408989.2023.2271497.
31.
JacksonAYMazzeiL (2012) Thinking with Theory in Qualitative Research: Viewing Data across Multiple Perspectives. London: Routledge.
32.
JacobyB (2015) Service-Learning Essentials: Questions, Answers, and Lessons Learned. San Francisco, CA: Jossey-Bass.
33.
KitchenJBerryABullockS, et al. (2020) International Handbook of Self-Study of Teaching and Teacher Education Practices. Singapore: Springer.
34.
KolbD (1984) Experiential Learning: Experience as the Source of Learning and Development. New Jersey: Prentice Hall.
35.
LaBoskeyVK (2004) The methodology of self-study and its theoretical underpinnings. In: LoughranJJHamiltonMLLaBoskeyVK, etal (eds) International Handbook of Self-Study of Teaching and Teacher Education Practices. Netherlands: Springer, 817–869.
36.
Lobo-de-DiegoFManrique-ArribasJMonjas-AguadoR (2025) Service-learning and promotion of physical activity in social centres during the initial training of physical education teachers. Psychology, Society & Education17(1): 51–59.
MacPhailASohunR (2019) Interrogating the enactment of a service-learning course in a physical education teacher education programme: Less is more?European Physical Education Review25(3): 876–892.
39.
MitchellTD (2008) Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning14(2): 50–65.
40.
NelsonLP (2021) Service-learning collaboration: Improving teachers’ critical-thinking and job-skill training using active simulation. Journal of Higher Education Theory and Practice21(9): 189–202.
41.
NicholsCBlockMEBishopJC, et al. (2019) Physical activity in young adults with autism spectrum disorder: Parental perceptions of barriers and facilitators. Autism23(6): 1398–1407.
42.
NolanA (2008) Encouraging the reflection process in undergraduate teachers using guided reflection. Australasian Journal of Early Childhood33(1): 31–36.
43.
PavlovichK (2008) The development of reflective practice through student journals. Higher Education Research & Development26(3): 281–295.
44.
Pérez-OrdásRNuvialaAGrao-CrucesA, et al. (2021) Implementing service-learning programs in physical education; teacher education as teaching and learning models for all the agents involved: A systematic review. International Journal of Environmental Research and Public Health18(2): 669.
PinnegarSHamiltonML (2009) Self-Study of Practice as a Genre of Qualitative Research: Theory, Methodology, and Practice. Dordrecht: Springer.
47.
ReschKSchrittesserI (2023) Using the service-learning approach to bridge the gap between theory and practice in teacher education. International Journal of Inclusive Education27(10): 1118–1132.
48.
ReschKSchrittesserIKnappM (2022) Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. European Journal of Teacher Education47(3): 564–580.
49.
Ruiz-MonteroPJChiva-BartollOSalvador-GarciaC, et al. (2020) Learning with older adults through intergenerational service learning in physical education teacher education. Sustainability12(3): 1127.
50.
SalamMIskandarDIbrahimD, et al. (2019) Service learning in higher education: A systematic literature review. Asia Pacific Education Review20: 573–593.
51.
SalterPHalbertK (2019) Balancing classroom ready with community ready: Enabling agency to engage with community through critical service learning. Asia-Pacific Journal of Teacher Education47(1): 5–17.
52.
Salvador-GarciaCChiva-BartollOMaravé-VivasM, et al. (2023) Service-learning in physical education teacher education: A retrospective exploratory study to examine its challenges. Teaching and Teacher Education135: 104350.
53.
Salvador-GarciaCFrancisco-GarcésXRibeiroE, et al. (2022) Aprendizaje-Servicio Universitario en Educación Física: Una interpretación no-lineal de sus complejidades. Opción99: 41–67.
54.
StenhouseL (1975) An Introduction to Curriculum Research and Development. London: Heinemann.
55.
TolgforsBBackmanENybergG, et al. (2020) Between ideal teaching and ‘what works’: The transmission and transformation of a content area from university to school placements within physical education teacher education. European Physical Education Review27(2): 312–327.
56.
UlvikMEideHEideL, et al. (2022) Teacher educators reflecting on case-based teaching–A collective self-study. Professional Development in Education48(4): 657–671.
57.
WheatleyMJ (2002) Turning to One Another: Simple Conversations to Restore Hope to the Future. San Francisco, CA: Berrett-Koehler.
58.
WilkinsonSHarveyWJBloomGA, et al. (2013) Student teacher experiences in a service-learning project for children with attention-deficit hyperactivity disorder. Physical Education and Sport Pedagogy18(5): 475–491.
