Análisis de las competencias docentes en proyectos de aprendizaje-servicio en la educación superior: La percepción del profesorado

  1. Andresa Sartor-Harada
  2. Juliana Azevedo-Gomes
  3. Silvia Pueyo-Villa
  4. Santiago Tejedor
Revista:
Formación Universitaria

ISSN: 0718-5006

Año de publicación: 2020

Volumen: 13

Número: 3

Páginas: 31-42

Tipo: Artículo

DOI: 10.4067/S0718-50062020000300031 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Formación Universitaria

Resumen

This study analyzes teachers’ perceptions of competence development in service-learning (S-L) projects. S-L is an active methodology that combines academic learning and training for citizens and social responsibility. Although the focus of S-L projects is usually on the students' learning, experiences in S-L allow a global and holistic knowledge construction. This study was based on a mixed paradigm. A semi-structured questionnaire was applied to 34 teachers from Spain, Portugal and different Latin American countries that had previously participated in S-L projects. The results showed positive teacher’s perception of skill acquisition related to SL. However, this study warns of the need for specific training for this particular methodology.

Fuente de los datos: Dialnet