Service-Learning in the teaching of Social Work: scopes, constraints and limitations

Abstract

The article reports on the implementation and evaluation of the results of a service-learning project in the neighbourhood of Zabalgana, Vitoria-Gasteiz, during the 2017-2018 academic year, promoted by the subjects Community Social Work and Design of Social Projects lecturer from the degree in Social Work at the University of the Basque Country. The aim is to reflect on the potentialities, difficulties, and conditions to be considered in the implementation of the service-learning methodology, in which teachers, students and professionals from social entities concur. The methodology used is mixed. On the one hand, qualitative evaluations are carried out by the students through a report and the comments made by mail by the professionals. On the other hand, the academic records with the grades at the first call and the satisfaction surveys on teaching completed by the students. The results show that, although the evaluations of the experience were positive in terms of real learning and the service received, neither the academic results nor the satisfaction of the students with the subjects have been better than in previous courses where service-learning methodology has not been used. This has been influenced, among other factors, by the academic level, autonomy and motivation of the students, the compulsory service-learning for the entire class, the greater effort for the students to provide said service and the resulting tensions.