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...

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Detalles Bibliográficos
Autores: Martín-Ondarza Santos, María del Prado, Redondo Corcobado, Paloma, Gálvez Martín, Beatriz, Fuentes Gómez-Calcerrada, Juan Luis
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
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repository_id_str
spelling Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three ExperiencesMartín-Ondarza Santos, María del PradoRedondo Corcobado, PalomaGálvez Martín, BeatrizFuentes Gómez-Calcerrada, Juan Luis172316.7523737.01337737.015.4Civic engagementCritical reflectionEducational innovationInitial teacher training, service-learningCompromiso cívicoReflexión críticaInnovación educativaFormación inicial del profesorado, aprendizaje-servicioCiencias SocialesFormación del profesoradoSociología de la educación (Educación)Pedagogía58 Pedagogía71 Ética5803 Preparación y Empleo de Profesores6306.02 Sociología EducativaService-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.International Association for Research on Service‑Learning and Community Engagement (IARSLCE)Universidad Complutense de Madrid20252025-11-1720252025-11-17journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14352/128306reponame:Docta Complutenseinstname:Universidad Complutense de Madrid (UCM)InglésengAgencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020 RTI2018-095740-B-I00 ELABORACION DE UN MODELO PREDICTIVO PARA EL DESARROLLO DEL PENSAMIENTO CRITICO EN EL USO DE LAS REDES SOCIALESopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccessoai:docta.ucm.es:20.500.14352/1283062026-06-02T12:44:21Z
dc.title.none.fl_str_mv Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
title Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
spellingShingle Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
Martín-Ondarza Santos, María del Prado
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
title_short Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
title_full Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
title_fullStr Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
title_full_unstemmed Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
title_sort Service-Learning in Initial Teacher Training. Analysis of Benefits and Challenges Through a Mixed-Methods Study of Three Experiences
dc.creator.none.fl_str_mv Martín-Ondarza Santos, María del Prado
Redondo Corcobado, Paloma
Gálvez Martín, Beatriz
Fuentes Gómez-Calcerrada, Juan Luis
author Martín-Ondarza Santos, María del Prado
author_facet Martín-Ondarza Santos, María del Prado
Redondo Corcobado, Paloma
Gálvez Martín, Beatriz
Fuentes Gómez-Calcerrada, Juan Luis
author_role author
author2 Redondo Corcobado, Paloma
Gálvez Martín, Beatriz
Fuentes Gómez-Calcerrada, Juan Luis
author2_role author
author
author
dc.contributor.none.fl_str_mv Universidad Complutense de Madrid
dc.subject.none.fl_str_mv 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
topic 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
description 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.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-11-17
2025
2025-11-17
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14352/128306
url https://hdl.handle.net/20.500.14352/128306
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agencia Estatal de Investigación http://dx.doi.org/10.13039/501100011033 Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020 RTI2018-095740-B-I00 ELABORACION DE UN MODELO PREDICTIVO PARA EL DESARROLLO DEL PENSAMIENTO CRITICO EN EL USO DE LAS REDES SOCIALES
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-ShareAlike 4.0 International
http://creativecommons.org/licenses/by-nc-sa/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv International Association for Research on Service‑Learning and Community Engagement (IARSLCE)
publisher.none.fl_str_mv International Association for Research on Service‑Learning and Community Engagement (IARSLCE)
dc.source.none.fl_str_mv reponame:Docta Complutense
instname:Universidad Complutense de Madrid (UCM)
instname_str Universidad Complutense de Madrid (UCM)
reponame_str Docta Complutense
collection Docta Complutense
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,812429

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