體育師資培育中的服務學習：回顧與展望

Service-learning in physical education teacher education: Past and future

本文探討了2013年至2024年間服務學習在體育師資培育中的角色之相關文獻，強調其透過既有的經驗與反思學習理論，連結理論與實務。服務學習有助於體育師資培育生發展教學內容知識、反思教學實踐及專業認同感，同時鼓勵公民參與及社會責任感。研究顯示，服務學習在教學規劃、學生理解及情意成長等方面具有正面影響。然而，目前仍存在顯著的研究缺口，特別是在非西方背景、偏鄉實習環境以及服務學習成為必修課程的情況下。學生自主性、期望與實際經驗不符、後勤障礙，以及負向或有限成長的經驗，例如現實衝擊、道德困擾或身份認同衝突，尚未受到充分關注。未來研究可持續探討不同情境對學生體驗的影響，並瞭解如何使服務學習更好地對應包容性及能力導向的師資培育目標。

This review explores the role of service-learning in physical education teacher education (PETE) from 2013 to 2024, emphasizing its value in bridging the gap between theory and practice through established experiential and reflective learning theories. Service-learning supports PETE students in developing pedagogical content knowledge, reflective teaching practices and a sense of professional identity, while also encouraging civic engagement and social responsibility. Research has shown positive impacts in areas such as instructional planning, student understanding and affective growth. However, significant gaps remain, particularly in non-Western contexts, rural placements and under conditions where service-learning is mandatory. Limited attention has been given to student agency, mismatches between expectations and experiences, logistical barriers, and negative or limited-growth experiences such as reality shock, moral distress, or identity conflict. Future research is encouraged to investigate how diverse contexts shape student experiences and how service-learning can better align with inclusive, competency-based teacher education goals.