‘‘I felt very accomplished’: Effects of Service-Learning Practice on Preservice Teachers’ Training

There has been an increased interest in understanding the relevance and impact of Service Learning as a pedagogical and training tool for preservice teachers. Service Learning combines academic coursework with community engagement. Despite its growing adoption in teacher education programs, there is a lack of research that bridges inclusive practices and work with individuals with disabilities. The aim of this study was to understand the effects of a Service-Learning methodology on the academic training of preservice teachers, through a motor intervention involving individuals with intellectual disabilities. From a qualitative study perspective involving a total of 21 pre-service college students, 1 professor, 29 individuals with intellectual disabilities, and the lead teacher. Data was collected through several sources: reflective journals, semi-structured interviews, and focus groups. An emergent design based on grounded theory guided the data analysis. Three main categories of impact: (a) academic satisfaction and professional identity; (b) personal growth; and (c) knowledge acquisition. The SL experience significantly contributed to the preservice teachers' academic formation, challenging personal beliefs and promoting professional development. This study highlights the transformative potential of Service Learning in preservice teacher training by disrupting assumptions, provoking discomfort, and opening space for meaningful learning.