Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
Service-learning (S-L) is an educational methodology that links academic training with community service, promoting ethical responsibility, civic engagement, and students’ professional development. This study analyzes the impact of S-L in initial teacher training, focusing on its contribution to cur...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universidad Complutense de Madrid (UCM) |
| Repositorio: | Docta Complutense |
| Idioma: | inglés |
| OAI Identifier: | oai:docta.ucm.es:20.500.14352/128306 |
| Acceso en línea: | https://hdl.handle.net/20.500.14352/128306 |
| Access Level: | acceso abierto |
| Palabra clave: | 172 316.752 37 37.013 377 37.015.4 Civic engagement Critical reflection Educational innovation Initial teacher training, service-learning Compromiso cívico Reflexión crítica Innovación educativa Formación inicial del profesorado, aprendizaje-servicio Ciencias Sociales Formación del profesorado Sociología de la educación (Educación) Pedagogía 58 Pedagogía 71 Ética 5803 Preparación y Empleo de Profesores 6306.02 Sociología Educativa |
| Sumario: | Service-learning (S-L) is an educational methodology that links academic training with community service, promoting ethical responsibility, civic engagement, and students’ professional development. This study analyzes the impact of S-L in initial teacher training, focusing on its contribution to curricular, ethical-civic, and professional learning, as well as the development of social competencies. Through the participation of students in three S-L projects at the Complutense University of Madrid, a mixed-methods approach combining qualitative and quantitative analysis is employed. The results show that S-L fosters meaningful and comprehensive learning, highlighting critical reflection as a key element that connects learning, service, and professional development. They also demonstrate improvements in communication, interpersonal, and ethical-civic skills, as well as a high level of student satisfaction and motivation, with students considering S-L a transformative experience both personally and professionally. In conclusion, its potential to foster methodological innovation and contribute to a more inclusive and equitable education is reaffirmed, forming educators committed to social transformation. |
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