Eighteenth International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

Encouraging the practice of service learning (SL) didactic experiences as a tool for social intervention in the initial training of teachers implies a new scenario in the construction of their professional identity towards an improvement of social responsibility and social justice in a democratic society. The purpose of this study is to compile and analyze the scientific evidence on the attitudes, competencies and training of future teachers in relation to ApS and its implications for social responsibility. To this end, we set ourselves two objectives: a) to review the international scientific production published in the main databases on didactic experiences of SL in initial teacher training; b) to analyze the implications of the development of innovative didactic experiences of SL for the development of social responsibility. The methodology used is qualitative based on a systematic review carried out in the most important international scientific databases. We have based ourselves on the principles of the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) statement, which consists of three phases: identification, screening/identity and inclusion. One of the results obtained shows that ApS is an effective social intervention methodology to be included in the teacher training curriculum in order to develop civic and citizenship competence (social justice, responsibility and social commitment). We can conclude that the ApS has implications in the training in social responsibility of the future teacher, promoting an awareness of the most vulnerable social groups.