Service-Learning (SL) is a methodological approach that combines learning and community service. As a result, it emerges as an educational experience through which students participate in a community service activity that is closely connected to the curriculum of a subject. SL favours the necessary interrelationship between university and society while creating a genuine link between theory and practice (Chiva-Bartoll et al., 2021). However, putting SL to work is not an easy task, since every student is different as well as their way of learning (Strom & Martin, 2017).

SL has been applied many times in the teacher education field, and previous literature highlights it numerous benefits among which we may mention: the promotion of attitudes, values and practices that support inclusive educational approaches in schools (Carrington et al., 2015; Maravé-Vivas et al., 2022), the development of a deeper understanding of inclusion, functional diversity and confidence in their ability to manage inclusive educational experiences (Ashton & Arlington, 2019; Chambers, 2017), or developing positive attitudes towards special educational needs (Barton-Arwood et al., 2016; Wilkinson et al. 2013), among others.

Nevertheless, for SL to work, proper guidance must be provided to ensure pre-service teachers’ learning and making the most of the experience. Pre-service teachers are diverse. Each of them possesses diverse strengths and weaknesses that will inevitably influence the way they approach, engage in and learn from the SL experience. As a result, teacher educators applying SL have the duty to attempt to ensure that all students make the most of their learning experience.

Reflection is considered as a fundamental pillar of SL, given that it enables students to establish connections between the service provided and the contents of the subject (Dubinsky, 2006; Hatcher et al., 2004). To include it effectively, the role of teacher educators is of utmost importance. Among other issues, providing effective feedback to the pre-service teachers may greatly favour the achievement of the pre-established objectives (Schartel, 2012; Winstone & Carless, 2019), given that effective feedback may work as a formative, regulatory, pedagogical and communicative tool. Consequently, providing effective feedback when applying SL may not only ensure proper reflection on the part of pre-service teachers, but also help ensure that teacher educators attend to the diversity of the students, since they will be constantly guided through the learning and experiential process.

Against this backdrop, this communication aims at presenting an educational innovation project that aspires to properly attend to diversity by providing effective feedback when applying SL in teacher education courses. Particularly, it displays how effective feedback will be included in a SL programme. To do so, the programme will incorporate the three types of feedback that, according to Cano et al. (2020), encompass effective feedback: feed-up (given at the beginning to let students know where they should direct their efforts), feedback (given along the process to enable learners to adjust the learning process) and feed-forward (given during and at the end of the process to promote to reflection on how to use learning in future tasks).

Objectives of the innovation project The general objective of this innovation project is to improve some of the subjects applying SL of the teacher education Degree at the Universitat Jaume I. This main aim is divided into the specific objectives presented below: -To propose innovations and improvements in the organization of SL in different subjects of the Degree. -To improve SL by incorporating effective feedback to promote reflection and proper attention to diversity. -To establish specific guidelines for SL management that are generalizable, regardless of the content to be worked on and the type of subject. Service-Learning organization Pre-service teachers will be grouped, and each group will design and implement their respective SL projects. To do so, the phases established by CLAYSS (2016) will be followed. This means that pre-service teachers will have to identify a social need, propose an action plan to tackle, put this plan into action and share what they have done. In addition, there will be a constant process of reflection, systematization and assessment that will be accompanied by teacher educators’ feedback. Innovation project stages Phase 1: o Meeting with different social groups to listen to their needs so that teacher educators know different options they can present to the students. o Feed-up to provide pre-service teachers with clear ideas of what they are expected to do and how to carry it out. o SL seminars aimed at explaining what this pedagogical approach consists of. o Brainstorming ideas for the SL projects, bearing in mind the needs expressed by the social groups with which contact was made. Phase 2: o Evaluation of the SL proposals through participatory discussion. o Contact and communication with the participating social groups to validate the proposals. o Determination of strengths, opportunities, threats and weaknesses of the different projects. o Providing pre-service teachers with feedback so that they can adjust their projects considering the information collected. o Adjustment and implementation of SL projects. o Establishment of dialogue among groups to share experiences, clarify doubts, as well as provide feedback and guidance to the groups. o Follow-up with regular meetings to provide feedback and feed-forward and carry out a systematized analysis of the situation of each one of the projects. Phase 3: o Organization of a final session as a way to provide feed-forward to share the experiences of each group.

SL has been shown to be an effective pedagogical approach to promote inclusive skills among pre-service teachers (Carrington et al., 2015; Chiva-Bartoll et al., 2020). However, literature reports that teachers themselves may struggle to implement SL for all students (Dunbar & Yadab, 2022), given that there are not magic recipes in education, that will be appropriate for every single learner. Despite this, teacher educators may make use of a range of strategies to enhance the process of guidance when pre-service teachers are engaged in a SL project to promote proper reflection while attending to their students’ diversity. In this sense, integrating effective feedback strategies to SL may be of great value to foster deep reflections and ensure proper attention to diversity. Therefore, this innovation project will be applied in several subjects of a teacher education Degree in order to address the issues aforementioned. To examine whether the present innovation project has achieved its aims or not, an ad hoc rubric will be created and applied. If the integration of effective feedback strategies in the SL programme is successful, the phases and steps of this innovation project might be extrapolated to other Degrees, as long as they are adjusted to their specificities and particular contexts. As a result, the present innovation project might become a SL model that helps educators of different fields to properly attend to diversity in their teaching practices.

Acknowledgments This work was supported by the Universitat Jaume I through the CIGE/2021/019, USE (18G002-770) and UJI-A2022-11 projects. References (400 words) Ashton, J. R., & Arlington, H. (2019). My fears were irrational: Transforming conceptions of disability in teacher education through service learning. International Journal of Whole Schooling, 15(1), 50-81. Barton-Arwood, S., Lunsford, L., & Suddeth, S. W. (2016). University-community partnerships in teacher preparation: Changing attitudes about students with disabilities. Journal of Public Scholarship in Higher Education, 6, 4-20. Cano, E., Pons-Seguí, L., & Lluch, L. (2020). Feedback a l'educació superior. Universitat de Barcelona. Carrington, S., Mercer, K. L., Iyer, R., & Selva, G. (2015). The impact of transformative learning in a critical service-learning program on teacher development: Building a foundation for inclusive teaching. Reflective Practice, 16(1), 61-72. Chambers, D. J., & Lavery, S. (2012). Service-learning: a valuable component of pre-service teacher education. Australian Journal of Teacher Education, 37(4), 128-137. Chiva-Bartoll, Ò., Capella-Peris, C., & Salvador-García, C. (2020). Service-learning in physical education teacher education: Towards a critical and inclusive perspective. Journal of Education for Teaching, 46(3), 395-407. Chiva-Bartoll, O., Maravé-Vivas, M., Salvador-García, C., & Valverde-Esteve, T. (2021). Impact of a Physical Education Service-Learning programme on ASD children: A mixed-methods approach. Children and Youth Services Review, 126, 106008. Clayss (2016). Manual para docentes y estudiantes solidarios. Latinoamericana. Buenos Aires: CLAYSS. Dubinsky, J. (2006). The role of reflection in service learning. Business Communication Quarterly, 69(3), 306-311. Dunbar, K., & Yadav, A. (2022). Shifting to student-centered learning: Influences of teaching a summer service learning program. Teaching and Teacher Education, 110, 103578. Hatcher, J. A., Bringle, R. G., & Muthiah, R. (2004). Designing Effective Reflection: What Matters to Service-Learning?. Michigan Journal of Community Service Learning, 11(1), 38-46. Maravé-Vivas, M., Gil-Gómez, J., Moliner García.,O., & Capella-Peris, C. (2022). Service-Learning and Physical Education in preservice teacher training: toward the development of civic skills and attitudes. Journal of Teaching in Physical Education. Ahead of Print) https://doi.org/10.1123/jtpe.2022-0094 Schartel, S. A. (2012). Giving feedback–An integral part of education. Best practice & research Clinical anaesthesiology, 26(1), 77-87. Strom, K. J., & Martin, A. D. (2017). Becoming-teacher: A rhizomatic look at first-year teaching. Springer. Wilkinson, S., Harvey, W. J., Bloom, G. A., Joober, R., & Grizenko, N. (2013). Student teacher experiences in a service-learning project for children with attention deficit hyperactivity disorder. Physical Education & Sport Pedagogy, 18, 475-491. doi:10.1080/17408989.2012.690385 Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.