REVEALING THE THEORETICAL AND PRACTICAL BASIS OF THE “CASCADINGSERVICE-LEARNING MODEL” IN THE CONTEXT OF TEACHER TRAINING

  1. Manuel J. Cotrina García 1
  1. 1 University of Cadiz (Spain) / Universidad de Cadiz (Spain)
Proceedings:
1st International Scientific and Professional Conference on Service-Learning “COMMUNITY-ENGAGED UNIVERSITY”

Publisher: University of Split, The European University of the Seas (SEA-EU) Alliance

ISBN: 978-953-7220-72-3

Year of publication: 2022

Pages: 69-76

Type: Conference paper

Abstract

This paper presents, based on the experience gained in its formulation and implementation, the theoretical-practical basis of a particular service-learning model, known as “cascading service-learning model”. This model has been characterized in Anglo-Saxon literature but we can rarely find it referenced in our academic and educational context. Following this model, university students (undergraduate and postgraduate) together with students of non-university educational levels, generally preschool, primary or high-school students, identify a particular community need and work together to comply with it through the development of a service-learning project. This model contributes to generating two learning spaces that configure what currently calls a third or hybrid space. That is, a new formative space, less hierarchical and characterized by the ongoing negotiation of the participants on the practices and on the meanings of such practices regarding the training of future teachers. This paper adopts a theoretical-practical approach driven by the following three guidelines: a) conceptualize what we mean by “cascade service-learning model” in the field of initial teacher training; b) indicate some examples that illustrate the implementation of the model; and c) identify some aspects of the model that can be valuable for the training of prospective teachers.