22 SES 12 C, Teaching Frameworks
In a context of change in and for higher education, with new organizational approaches derived from a unique situation such as that associated with the EHEA (European Higher Education Area). Along with the unquestionable advances of technological, is also unequivocal permanence and, at times, the worsening of economic and social inequalities at the national and international scene. This is expressed through considerable tension between individuals and groups. That is why we must try to train university students to strengthen a scale of social values and attitudes consistent, considering the autonomous formation of personality, with special attention to social experiences. We will have to get a more conscious, active, adaptive and competitive citizenship in a changing social and economic environment, while solidary and critical (Gaete, 2011).
In this sense, the challenge that teachers have begun to face seems clear, and will continue to face in the coming years in order to try to consolidate the strongest way possible a new academic horizon, especially within the same institutions and departments, opening renovation pathways for better curriculum and social expansion, without forgetting that teacher training is essential to the success of the attempt (Lorenzo, 2012). After all, the aim is to help build the new citizens of a country that aspires to higher quality democracy and more equitable when participation has become a basic part of their axiological frame.
The consideration of service-learning in the educational reality of Galicia configures the focus of this work. To this end, service-learning and university relates, so that demonstrates manage changes in the initial training of students and, consequently, future graduates, trying to reinforce dimensions of professional competence. The aim is that students acquire the academic content programmed from the curriculum of different materials, providing a service of social utility. Also to be noted that in Galicia the effectiveness of such learning methodology may be enhanced by the large number of stimuli related to the territory (Santos Rego, Sotelino, & Lorenzo, 2015).
Service-learning is emerging as a useful socially and educationally pragmatic approach undoubtedly influenced by the main figure of educational philosophy, John Dewey, whose ideas would not be limited to express an epistemological slogan ("learning by doing") for schools primary and secondary (Giles & Eyler, 1994; Saltmarch, 1996). Through the "civic mission" of the university, this scheme was extended to higher education (Jacoby, 2009). The bottom of the educational philosophy in the USA understands that the aim of the system of education is that students acquire disciplinary knowledge (mathematics, languages, biology, etc.) and become democratic citizens able to solve problems for themselves and participate in improving their community (Santos Rego, 2013).
The research problem is presented in terms of viability and educational effectiveness, for which we articulated a preliminary evaluation of the situation presented in the Galician universities as potential promoters of service-learning programs. In this paper we will focus on analyzing the major differences that exist between university teachers from its experience in delivering teaching, the concept of social responsibility and awareness of the service-learning methodology.
Gaete, R. (2011). La responsabilidad social universitaria como desafío para la gestión estratégica de la Educación Superior: el caso de España. Revista de Educación, 355, 109-133. Giles, J., & Eyler, J. (1994). The theoretical roots of Service-Learning in John Dewey: Toward a theory of Service-Learning. Michigan Journal of community Service Learning 1, 77-85. Jacoby, B. (2009). Civic engagement in today´s higher education. An overview. In B. Jacoby (ed.), Civic engagement in higher education. Concepts and practices (pp. 5-30). San Francisco: Jossey-Bass. Lorenzo, M. (2012). La función social de la universidad y la formación del profesorado. Edetania: estudios y propuestas socio-educativas, 42, 25-38. Saltmarch, J. (1996). Education for critical citizenship: John Dewey´s contribution to the pedagogy os community Service Learning. Michigan Journal of community Service Learning, 3, 13-21. Santos Rego, M.A. (2013). ¿Para cuándo las universidades en la agenda de una democracia fuerte? educación, aprendizaje y compromiso cívico en Norteamérica. Revista de Educación, 361, 565-590. Santos Rego, M.A., Sotelino, A., & Lorenzo, M. (2015). Aprendizaje-Servicio y misión cívica de la universidad. Una propuesta de desarrollo. Barcelona: Octaedro.
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