The Impact of Service Learning in the Development of Student Teachers’ Socio-Educational Commitment

Juan Tomás Asenjo, Elsa Santaolalla and Belén Urosa
Additional contact information
Juan Tomás Asenjo: Department of Education, Research Methods and Assessment, Faculty of Humanities and Social Sciences, Comillas Pontifical University, 28049 Madrid, Spain
Elsa Santaolalla: Department of Education, Research Methods and Assessment, Faculty of Humanities and Social Sciences, Comillas Pontifical University, 28049 Madrid, Spain
Belén Urosa: Department of Education, Research Methods and Assessment, Faculty of Humanities and Social Sciences, Comillas Pontifical University, 28049 Madrid, Spain

Sustainability, 2021, vol. 13, issue 20, 1-13

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.

Keywords: social responsibility; sustainable university; teacher education; social and emotional learning; psychosocial development; volunteering; teaching self-efficacy; social justice; quality education; education for sustainable development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/13/20/11445/pdf (application/pdf)
https://www.mdpi.com/2071-1050/13/20/11445/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:20:p:11445-:d:657978

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().