Activist Approach and Service-Learning in active recesses: building knowledge bridges between pre-service teachers and Early Childhood Education students

This study explores integrating the Activist Approach and Service-Learning in training Pre-Service Teachers (PSTs) in Early ChildhoodEducation in the context of physical education. The aim was to examinehow these methodologies foster meaningful learning and enhanceunderstanding of health-related content. The research analysed barriersand facilitators during implementation and their effectiveness for PSTs.Participants included a teacher educator/researcher, 20 PSTs, 740 EarlyChildhood Education students and 11 school principals. Data collectioninvolved co-created content lists, drawings and PSTs’ focus groups.Although PSTs initially struggled due to limited experience with ActivistApproach-Service Learning, they transformed challenges into valuablelearning opportunities through reflection. The findings highlightActivist Approach-Service Learning as a motivating and transformativeframework, connecting theoretical knowledge with real-world practice.This approach strengthened teaching skills, promoted pedagogicalcommitment and fostered social justice, emphasizing inclusive andmeaningful learning experiences.