Transforming realities: students' learning through University Service-Learning in initial teacher training
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| Publicat a: | Educación XX1 vol. 28, no. 2 (2025), p. 377-399 |
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| Altres autors: | , , |
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Universidad Nacional de Educacion a Distancia (UNED)
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 024 | 7 | |a 10.5944/educxx1.42819 |2 doi | |
| 035 | |a 3227312241 | ||
| 045 | 2 | |b d20250701 |b d20251231 | |
| 084 | |a 177930 |2 nlm | ||
| 100 | 1 | |a Gamito, Rakel |u University of the Basque Country (UPV/EHU) | |
| 245 | 1 | |a Transforming realities: students' learning through University Service-Learning in initial teacher training | |
| 260 | |b Universidad Nacional de Educacion a Distancia (UNED) |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a University Service-Learning (S-L), based on the theories of active methodologies, is conceived as a transformative tool that creates a culture to promote integral human development from civic awareness, the design of sustainable scenarios and the perspective of social justice, thus contributing to the fulfilment of the Sustainable Development Goals (SDG) collected in the 2030 Agenda. This case study aims to identify the learning that university students develop when they become involved in university S-L projects and experiences. The narratives of the conclusions of sixty-five Final Degree Projects and Master Thesis in the field of education carried out at the University of de Basque Country (UPV/EHU) have been analysed. The narratives have been coded in order to carry out a categorization process based on a deductive-inductive categorical system and with the help of Nvivo software. The triangulation of the analysis was multimodal. The students define S-L as a suitable means of developing university competences and completing their academic training. Through experiences and evaluation of them, they acquire conceptual and procedural learning: disciplinary knowledge, curricular content and professional competences; and they experience a change of identity by developing their critical reflection and values based on social justice and sustainability. By responding to real needs together with the community, the active role and leadership of the students is evident and they are involved throughout the process. However, the planning of S-L proposals also raises certain challenges such as the relationship with the collaborating entities and/or the management of time. Therefore, institutional management is proposed for these aspects and, thus, facilitating dynamic learning-teaching actions aimed at community contribution. El Aprendizaje-Servicio (ApS) universitario, basado en las teorías de las metodologías activas, se concibe como herramienta transformadora que crea una cultura para promover el desarrollo humano integral desde la conciencia cívica, el diseño de escenarios sostenibles y la perspectiva de la justicia social, contribuyendo así al cumplimiento de los Objetivos de Desarrollo Sostenible (ODS) recogidos en la Agenda 2030. Este estudio de caso pretende identificar los aprendizajes que desarrolla el alumnado universitario al implicarse en proyectos y experiencias de ApS universitario. Se han analizado las narrativas de las conclusiones de sesenta y cinco Trabajos Fin de Grado (TFG) y Trabajos Fin de Master (TFM) del ámbito de la educación realizados en la Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/ EHU). Las narrativas han sido codificas para, posteriormente llevar a cabo un proceso de categorización basado en un sistema categorial deductivo-inductivo y con ayuda del software Nvivo. La triangulación del análisis ha sido multimodal. El alumnado define el ApS como medio adecuado para desarrollar competencias universitarias y completar su formación académica. A través de las vivencias y evaluación de las mismas, adquieren aprendizajes conceptuales y procedimentales: conocimientos disciplinarios, contenidos curriculares y competencias profesionales; y experimentan un cambio identitario al desarrollar su reflexión crítica y valores basados en la justicia social y la sostenibilidad. Al responder a necesidades reales junto a la comunidad, el rol activo y de liderazgo del alumnado es evidente y se involucran a lo largo de todo el proceso. No obstante, la planificación de propuestas de ApS también plantea ciertos desafíos como la relación con las entidades colaboradoras y/o la gestión de los tiempos. Por ello, se propone la gestión institucional para dichos aspectos y, así, facilitar las acciones de aprendizaje-enseñanza dinámicas dirigidas a la contribución comunitaria. | |
| 653 | |a Software | ||
| 653 | |a Higher education | ||
| 653 | |a Institutionalization | ||
| 653 | |a Teaching methods | ||
| 653 | |a Values | ||
| 653 | |a Teacher education | ||
| 653 | |a University students | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Innovations | ||
| 653 | |a Social responsibility | ||
| 653 | |a Social justice | ||
| 653 | |a Sustainable development | ||
| 653 | |a Knowledge | ||
| 653 | |a Service learning | ||
| 653 | |a Learning | ||
| 653 | |a Teacher Competency Testing | ||
| 653 | |a Educational Practices | ||
| 653 | |a World Problems | ||
| 653 | |a Competence | ||
| 653 | |a Instructional Innovation | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Active Learning | ||
| 653 | |a Reflection | ||
| 653 | |a Learning Processes | ||
| 653 | |a Educational Innovation | ||
| 653 | |a Social Problems | ||
| 653 | |a Professional Identity | ||
| 653 | |a College Students | ||
| 653 | |a Sustainability | ||
| 653 | |a Student Participation | ||
| 653 | |a Social Environment | ||
| 653 | |a Educational Strategies | ||
| 700 | 1 | |a López-Vélez, Ana Luisa |u University of the Basque Country (UPV/EHU) | |
| 700 | 1 | |a León, Irati |u University of the Basque Country (UPV/EHU) | |
| 700 | 1 | |a Martínez-Abajo, Judit |u University of the Basque Country (UPV/EHU) | |
| 773 | 0 | |t Educación XX1 |g vol. 28, no. 2 (2025), p. 377-399 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3227312241/abstract/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3227312241/fulltext/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3227312241/fulltextPDF/embedded/L8HZQI7Z43R0LA5T?source=fedsrch |