Abstract:

This research project describes a Learning-Service experience integrated in different curriculum subjects in the Primary Education Degree and Education Quality Master’s Degree in Teacher Training and Education Faculty, Autonomous University of Madrid. Investigation-Action process, followed in 2012-2013 year, is presented in order to get to know the impact on students of the Learning-Service –specifically, to know the influence of that experience in their learning and service view, and in their diversity and social justice commitment- and to get data which let improve this learning technique in the next years. A sample of 300 students and 10 teachers was taken for this project. The qualitative data obtained were extracted by applying questionnaire and activities through virtual platform. Most students they have made learning and service and have seen the social reality. The realization of this project on a voluntary basis has motivated students and generated high expectations towards its realization. Respondents also believe that such activities should be enhanced more throughout the university. The time this experience has lasted has been short, however, has provided a deep learning personally and professionally. It has changed and improved their thoughts, feelings and values when they are with children with special educational needs. Some respondents have come to know that this profession of special education is not their professional future.

Keywords:

Learning- service, social justice, methodological experiences, investigation-action.