Student participation in Service-Learning practices, perceptions of Spanish and Mexican University professors

Participation is a multidimensional concept frequently used in educational discourse, acquiring diverse meanings based on the aspects involved in its definition. It is considered the backbone of the Service -Learning (SL) pedagogical proposal. Thus, it is relevant to investigate its conception and identify the type of participation promoted by university teachers in SL projects. A qualitative study was designed with an exploratory and interpretative scope to achieve these objectives. The instrument used to collect the information was an in-depth interview with 18 university professors from Spain and Mexico. The results show that teachers' conceptions are limited due, among others issues, to institutional obstacles. It was found that there are contradictions in SL practices, on the one hand, in recognizing the importance of active participation and, on the other hand, in promoting limited participation. These contradictions allow us to inquire into the dimensions that are influencing the participation of students and teachers in SL practices.