Abstract
This research arises from the university’s need to contribute to the training of professionals, especially teachers, who, in turn are committed to contribute to a more sustainable and socially just world at the institutions for which they are professionals. In this context, a pedagogical approach emerges to promote the development of the civic and social competences of higher education students’ using the methodology of Service Learning. The aim of this study is to analyse the acquisition and development of the socio-educational commitment and self-efficacy variables of student teachers based on their participation in Service Learning programmes, comparing this with the results of carrying out university volunteering activities. A quantitative correlational study was carried out with preservice teachers (N = 207). The basic hypothesis is that the results would be in favour of the participation in Service Learning activities on the fundamental variables of the study: socio-educational commitment, teaching self-efficacy and self-efficacy in the creation of instructional materials. For this purpose, a specific scale was designed to measure Teachers’ socio-educational commitment with favourable psychometric characteristics. The results show sufficient empirical evidence (p < 0.01) for the development of socio-educational commitment and self-efficacy variables in favour of those who participated in Service Learning programmes.
Highlights
A worldwide, complex, and interrelated society, due to the phenomenon of globalisation, manifests new forms of learning to which the traditional instructional culture would appear to have difficulties adapting to
(29.16%) through activities carried out by other services of the university. These data show the high participation of students in education undergraduate degree courses in both volunteering activities and Service Learning activities
A general descriptive study was conducted with the mean (M) and standard deviation (SD)
Summary
A worldwide, complex, and interrelated society, due to the phenomenon of globalisation, manifests new forms of learning to which the traditional instructional culture would appear to have difficulties adapting to. The importance of the events that we are experiencing has led us towards the adaptation of an educational paradigm that coexists amid constant transformations, where the university, beyond managing the knowledge society, is challenged to face a series of urgent tasks, among which are task crucial to ensure a critical education and to strengthen social commitment [7]. This situation has forced us to work on the idea of a new classroom concept, the renewal of which goes beyond the replacement of some teaching methods with others.
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