This article shows a specific result about the impact of Service-Learning (SL) on academic teachers, highlighted by a systematic review, coming from larger doctoral research, still in progress, concerning the decade 2011-2021, regarding the transformation of in service and future teachers, which corresponds to the main research question of the study. The review of 60 studies, focused both on teachers still employed and future teachers, showed a substantial imbalance between the studies including pre-teachers and in-service teachers. After a general framework of the theoretical background, the development of SL in the higher education in Italy has taken in consideration as main reference. The article describes the methodology used for the study of the four articles, that involved both quantitative and qualitative approaches. Results show an effective impact of SL in the development of professional and personal teacher’s competences, but the low number of the population involved in the studies does not allow to a generalization of the findings.

Este artículo presenta los resultados de una revisión sistemática centrada en el impacto del aprendizaje-servicio (ApS) en el profesorado, como parte de una investigación doctoral más amplia que actualmente está en curso. La revisión, centrada en los años 2011-2021, incluye 60 estudios que analizan tanto a profesores en activo como a futuros docentes, y observa un desequilibrio significativo en la inclusión de futuros profesores y profesores en ejercicio. Entre los profesores en activo, sólo cuatro son de nivel universitario, y éstos son objeto de un análisis detallado. Tras establecer un marco teórico amplio, el artículo examina la evolución del ApS en la educación superior en Italia como referencia principal. El artículo detalla la metodología utilizada en este estudio, que ha integrado enfoques tanto cuantitativos como cualitativos. Los resultados indican un impacto positivo del ApS en el desarrollo de las competencias profesionales y personales del profesorado, pero el bajo número de respuestas dificulta la generalización de los resultados.

This article presents the results of a systematic review focused on the impact of service-learning (SL) on teachers, as part of a larger doctoral research currently underway. The review, focused on the years 2011-2021, includes 60 studies looking at both practicing and prospective teachers, and notes a significant imbalance in the inclusion of prospective and practicing teachers. Among practicing teachers, only four are at the university level, and these are the subject of a detailed analysis. After establishing a broad theoretical framework, the article examines the evolution of ApS in higher education in Italy as a main reference. The article details the methodology used in this study, which integrated both quantitative and qualitative approaches. The results indicate a positive impact of ApS on the development of teachers’ professional and personal competencies, but the low number of responses makes it difficult to generalize the results.

https://revistes.ub.edu/index.php/RIDAS/article/view/45348