Il Service-Learning nella formazione iniziale dei futuri insegnanti

Abstract

This study presents a systematic literature review aimed at identifying the characteristics and effects of Service-Learning (SL) implementation in pre-service teacher education. The research included qualitative, quantitative, and mixed-methods studies published in international databases, using rigorous inclusion criteria to investigate perceptions, experiences, and educational impacts of SL in university curricula. The screening process involved an initial evaluation of abstracts followed by complete full-text analysis, with particular attention to the methodological quality of included studies, conducted by two independent reviewers. Results converge in identifying SL as an effective methodology for developing integrated professional competencies: from pedagogical reflection to intercultural sensitivity, from collaborative skills to critical understanding of educational contexts. Pre-service teachers show significant increases in professional motivation and ability to connect theory and educational practice. However, the review highlights the need for greater standardization in implementation models and assessment tools to optimize the educational effectiveness of SL in teacher training programs.