Service-Learning In The Teaching Of Sociology For Future Teachers

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.