This research is part of project "Ecologies of learning in multiple contexts: analysis of expanded education projects and building citizenship", supported by MIMECO, in Spain.

It intends to analyse an experience of primary teacher education, based on volunteering in problematic educational contexts. It focus on: what kinds of learning processes have place, what imagine on teacher is built and how professional issues are incorporated, what role theoretical learning play in their performance...

In previous researches (Rivas, 2014; Rivas y Leite, 2014; Márquez, Prados y Padua, 2014; Rivas, Leite y Cortés, 2015), based on school accounts of our students, we could observe that school experience is characterised as reproductive curriculum and learning supported in memory, among others. Also, the schools are narrated as structured contexts from a individualistic logic, neutrality and decontextualized from social, cultural and politic reality. Pupil performances revolve around marks, and develop control and meritocracy values. These stories ask for other ways of learning, other relationship with knowledge, and other way to participate in social world. The necessary values in this new context are dialog, collaboration, social commitment and individual and social transformation.

From these premises we developed the experience, object of this research. It's based on College and schools (public schools) collaboration, by voluntary participation of students in educative activities. This activity pretends to help schools with special social needs. At the same time, it provokes education of learning teachers, take account other comprehension of educative processes. It's appropriate in this sense the practice communities developed by Wenger (2011)

The project is developed in two schools. These are engaged in "learning Communities" project, supported by Andalucía Government, in Spain. This project proposes community participation as main axe of school management and pupil learning. It's based on dialogic learning (from Freire), as basis of relationships and teacher performance. So, it brake with learning based on individuality, competitiveness, and one – way orientation (teacher to pupil). At the same time, it removes the mediation as axe of academic activity. By opposite, it implements an learning concept based on interaction, horizontality, solidarity, egalitarian dialogue, respect to differences and collective sense. (Elboj et alt, 2002).

This research tries to analyse and recover: the knowledge implied in this process, both of the participating students and of the educational communities; the new values playing; how organizational culture is modified to become more participative, etc. Definitely, what teacher education is taking place in this new collaborative college-school scenery?

Our main objectives are:

-       To analyse the volunteering experience as an worth strategy of teacher education

-       To analyse if relevant learning is possible in different educational contexts in order to improve the teacher education

-       To know the learning processes that are developed in this context, where students play a different role as co-part of their education.

-       To understand the role that educational community play in education of teacher students.

-       To provide evidences for changing the actual model of teacher education in Spanish college.

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