Service Learning experience in Learning Communities
Mots-clés :
Service-Learning, learning communities, grounded theory, high schoolRésumé
The aim of this article is to analyze the Service-Learning experience of 100 students from University of Seville and 104 professionals from different schools in order to collect different degrees of satisfaction about participation in Service-Learning Project, a wide knowledge about the influence of this experience in teacher’s job and how to improve their future work.
The analysis is exploratory and non-experimental to obtain evidence about student’s opinions; and open coding process in grounded theory, to achieve relevant information about professional’s opinions. The result after the Service-Learning experience outlines an improved academic development due to a better assimilation of concepts and a personal development due to the maturation of social and communicational abilities. Furthermore, professional development has been shown as a result of the acquisition of job skills, and social development attributable to the acquisition of professional abilities and awareness of social inequalities.
