Aprendizaje-servicio y formación inicial docente. Factores que determinan el desarrollo de habilidades transversales
Bibliographic record
Abstract
Service-learning experiences bolster the acquisition of disciplinary knowledge and promote the development of transversal skills such as confidence, leadership, commitment and social justice. This study investigates the development of transversal skills through courses using the service-learning methodology. The qualitative research designed and validated a semi-structured interview and a focus group, involving 20 and 8 student teachers respectively, who were selected by accidental non-probabilistic sampling. Open coding was used to analyse the information collected. The findings show that the factors that bolster the development of skills during service-learning experiences are linked to the students' prior knowledge and the way in which they connect this knowledge to the experience; the opportunities presented to the students depending on the length of the experience, the characteristics of the context and the pedagogical support received, as well as the processes the students engaged with during the service, together with the spaces for participation and involvement that the practical experience included. The paper discusses and draw conclusions on how the presence or absence of any of these elements will affect the development of skills during the service-learning experience.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".