Professional identity in education between Community Service Learning and participatory action research

Abstract

The paper focuses on the representations of students of Primary Education and Pedagogical Sciences involved in Service Learning experiences. Participation in Community Service Learning projects could influence personal and social well-being during the process of professional identity formation, promoting motivation, sense of self-efficacy, responsibility and belonging to both the university community and territorial communities. Students are placed in multi-professional teams managed by joint agreements between universities, local authorities, schools and third sector organisations. We describe the case of the L’ABC di quartiere, a polifunctional educational centre developed by a group of students, doctoral candidates, researchers and citizens in close collaboration with school directors, teachers and social workers in the largest public housing area in Milan with a strong migratory presence and characterised by social, cultural and educational segregation. We present the results of the first phase of the process evaluation from the perspective of the involved.