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This article compares the effects of two Service-Learning models in Physical Education for teacher training from a Social Justice perspective. With a quantitative approach, comparative non-experimental design, the sample is made up of 90 university students from two universities: Chilean and Spanish, who have participated in Service-Learning experiences in the field of Physical Education. Statistical analysis and processing was performed using the SPSS v.25 program, set the significance level for all analyzes at P<0.05. The results of the study show significant differences on the effects produced by each Service-Learning model in initial training from a Social Justice perspective, used in each university. Equally, the results are in line with other studies that show how participation in Service-Learning experiences favors the development of critical reflexivity on Social Justification in future Physical Education teachers; in addition to granting them tools for the resolution of problematic events, based on real community situations.

Physical education; Social justice; University; Chile; Spain.

García-Rico, L., Carter-Thuillier, B., Santos-Pastor, M. L., & Martínez-Muñoz, L. F. (2020). Formar profesores de educación física para la justicia social: Efectos del aprendizaje-servicio en estudiantes chilenos y españoles [Training physical education teachers for social justice: Effects of service-learning on Chilean and Spanish students]. Revista Internacional de Educación para la Justicia Social, 9(2), 29-47.
https://doi.org/10.15366/riejs2020.9.2.002