Procesos de Aprendizaje en Aprendizaje-Servicio UniversitarioUna Revisión Teórica

  1. David García Romero 1
  2. José Luis Lalueza 1
  1. 1 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Year of publication: 2019

Volume: 22

Issue: 2

Pages: 45-68

Type: Article

DOI: 10.5944/EDUCXX1.22716 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Abstract

Service-Learning (S-L) has expanded its scope in higher education in recent decades, increasing the number of programs implemented and centres that sustain them. This process has been accompanied by a development of research and the creation of new academic societies in the area. However, this scientific gathering has shown discrepancies in the way of understanding the basics of S-L. In this study, we analyse one of them: the diversity of conceptual models on the learning processes in S-L. We propose a critical discussion of the topic in order to contribute towards building a strong framework for S-L. For that purpose, we perform a bibliographic search on the topics of «process of learning» and «identity» in S-L, using the ERIC data base. From the articles found, we selected papers for an in-depth reading in order to find the mainstream lines of research in S-L and to engage in discussion on the processes of learning and identity in current research. We examine similarities and discrepancies among three theories that we identified as nuclear in research on S-L: experiential learning, transformational learning and critical theories. Also, we add the historicalcultural framework as emerging. We elaborate our discussion in two blocks: processes of learning and processes of identity. Our analysis allows us to identity different processes in the analysed theoretical models. In our opinion, they show different models of learning present in S-L: reflection through experience, identity change trough otherness, agency taking through social consciousness and involvement in a community of practice through construction of shared meaning and motives.

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Funding information

Esta investigación forma parte del proyecto I+D+i: EDU2014-55354-R, financiado por la Secretaría de Estado de Investigación, Desarrollo e Innovación del Ministerio de Economía y Competitividad.

Funders

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Data source: Dialnet