La responsabilidad social desde el aprendizaje-servicio en la formación del docente

Abstract

The guidelines proposed by the 2030 Agenda have raised the need for the development of sustainability skills in higher education teachers’ training since the very beginning. The main purpose of this study is to analyze the scientific production on skills and on the training of future teachers in relation to service-learning (SL) and its implications for social responsibility (SR). In order to do this, we carried out a systematic review of the most important scientific databases (WoS, ProQuest, Google Scholar and Scopus). The results show that Learning plus service is an effective didactic methodology for the initial training of teachers regarding the development of their comprehensive training as well as their civic and citizen competence. In addition, it promotes the construction of a professional identity based on sustainable development. The conclusions highlight that the Learning plus service approach impacts a teacher’s training in social responsibility, insofar as it promotes awareness before the most vulnerable social groups.