Service-learning training experiences in initial teacher training
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| Auteurs: | , , , |
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| Format: | artículo original |
| Statut: | Versión publicada |
| Date de publication: | 2026 |
| Description: | Service learning can constitute a strategy for pedagogical innovation in initial teacher education by articulating authentic learning experiences with university social engagement. This study analyzes how participation in service learning experiences contributes to the development of professional competencies and to the construction of teaching identity among preservice teachers. The research adopts a qualitative phenomenological approach. During the first semester of 2025, thirty written semi structured interviews were conducted at two moments, before and after the experience, with students from four teacher education programs at a university in southern Chile. The analysis was carried out through coding, axial coding and the development of thematic networks with the support of the software ATLAS.ti. The results show a shift from concerns centered on material resources toward a greater appreciation of teacher guidance, collaborative work and interaction with educational communities. These findings suggest that service learning supports situated learning processes and contributes to the development of professional and socioeducational competencies in initial teacher education. |
| Pays: | Portal de Revistas UCR |
| Institution: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| Langue: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/3356 |
| Accès en ligne: | https://revistas.ucr.ac.cr/index.php/raie/article/view/3356 |
| Mots-clés: | service-learning initial teacher education professional competencies pedagogical innovation aprendizaje-servicio formación docente competencias profesionales innovcación pedagógica aprendizagem em serviço formação de professores competências profissionais inovação pedagógica |