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Aprendizaje-servicio en la enseñanza de la Sociología a futuros docentes.

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Bibliographic Details
Title: Aprendizaje-servicio en la enseñanza de la Sociología a futuros docentes.
Alternate Title: Service-Learning in the teaching of Sociology for future teachers.
Authors: Candela-Soto, Paloma1 Paloma.Candela@uclm.es, Carmen Sánchez-Pérez, María2 Mariacarmen.Sanchez@uclm.es, Ávila-Francés, Mercedes1 Mercedes.Avila@uclm.es
Source: Alteridad: Revista de Educación. ene-jun2021, Vol. 16 Issue 1, p38-50. 13p.
Subject Terms: *Student attitudes, *Faculty-college relationship, *Emotions, *Teacher training, *Service learning, Social skills
Abstract (English): This paper reflects and gives an account of the Service-Learning (S-L) contributions to university teaching and, more specifically, to the initial teacher training. It is part of an innovation project carried out in the Faculties of Education in the University of Castilla-La Mancha (UCLM). It deepens into students' perceptions about S-L benefits for academic and skill learning. It also studies students' experiences at schools, where they were able to observe and apply their theoretical learning. Some of the objectives guiding this study are to assess the Degree skills acquisition, their ability to understand social problems that they will have to face in their professional future, as well as the feelings and emotions experienced. This empirical mixed methodology study (by an online questionnaire and student narratives analysis) reaches a 167 students sample. Results verify their high level of satisfaction with the S-L project, especially in those variables linked to the professional and personal skills, highlighting the critical and reflective skills that promote a significant learning in Sociology. All in all, this study verifies the renewing power of S-L in higher education, as this methodology effectively adapts to future teachers' competence and training performance. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Este artículo reflexiona y hace balance de las contribuciones del aprendizaje-servicio (ApS) a la docencia universitaria y, en concreto, a la formación inicial del profesorado. A partir de la evaluación de un proyecto de innovación docente llevado a cabo en las Facultades de Educación de la Universidad de Castilla La Mancha (UCLM), se profundiza en la percepción de los estudiantes sobre la utilidad del ApS en el aprendizaje académicocompetencial y en las experiencias vividas en escenarios escolares reales donde han observado y aplicado sus aprendizajes teóricos. La valoración de la adquisición de competencias concretas del Grado, la disposición y desempeño para comprender problemas sociales que deberán afrontar en su futuro profesional, así como los sentimientos y emociones experimentadas, son algunos de los objetivos que guían nuestro trabajo. Se trata de un estudio empírico de metodología mixta, mediante un cuestionario online y el análisis de las narraciones reflexivas de los estudiantes con una muestra de 167 alumnos y alumnas. Los resultados revelan la elevada satisfacción del alumnado participante, especialmente en variables vinculadas con la adquisición de competencias profesionales y personales, destacando las destrezas críticas y reflexivas que favorecen el aprendizaje significativo de la Sociología. Con todo, la investigación corrobora el carácter renovador del ApS en la enseñanza superior, una metodología que se adapta con idoneidad al desempeño competencial y formativo de las futuras maestras y maestros. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This paper reflects and gives an account of the Service-Learning (S-L) contributions to university teaching and, more specifically, to the initial teacher training. It is part of an innovation project carried out in the Faculties of Education in the University of Castilla-La Mancha (UCLM). It deepens into students' perceptions about S-L benefits for academic and skill learning. It also studies students' experiences at schools, where they were able to observe and apply their theoretical learning. Some of the objectives guiding this study are to assess the Degree skills acquisition, their ability to understand social problems that they will have to face in their professional future, as well as the feelings and emotions experienced. This empirical mixed methodology study (by an online questionnaire and student narratives analysis) reaches a 167 students sample. Results verify their high level of satisfaction with the S-L project, especially in those variables linked to the professional and personal skills, highlighting the critical and reflective skills that promote a significant learning in Sociology. All in all, this study verifies the renewing power of S-L in higher education, as this methodology effectively adapts to future teachers' competence and training performance. [ABSTRACT FROM AUTHOR]
ISSN:1390325X
DOI:10.17163/alt.v16n1.2021.03