Ikaskuntza Zerbitzuan oinarritutako Gradu Amaierako Lanen azterketa, ikasleen identitate hezitzailea eraikitzeko eskaintzen dituzten aukerak

Abstract

Higher Education is responsible in achieving the milestones specified in the 2030 Agenda for Sustainable Development, approved by the General Assembly of the United Nations. During Teacher Edu- cation, it seems that Service-Learning is an appropriate teaching method to make these objectives come true. In this work, we analyse the services that have been carried out in Ramon Bajo School, with the objective of knowing the experiences, and their effects on the professional identity development of the students who have developed their Final Degree Projects through Service- Learning. The 3 participants' narratives have been organized into 4 categories that emerge from content analysis carried out: one self's assessment, tutoring's assessment, School experience's assessment, and Service-Learning's assessment. The results suggest that Final Degree Projects based on Service-Learning favour the perception about the development of certain skills, the awareness of cooperation's importance, and the self-esteem strengthening both for the function- ality of what has been learned, and for the opportunity to face personal challenges. Finally, some improve- ments are specified, identifying the elements that have hindered the students' process.

KEYWORDS: service-learning, higher education, teacher education, professional identity, cooperation, self-esteem