<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982022000300058</article-id>
<article-id pub-id-type="doi">10.22201/iisue.24486167e.2022.177.60653</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La responsabilidad social desde el aprendizaje-servicio en la formación del docente]]></article-title>
<article-title xml:lang="en"><![CDATA[Promoting Social Responsibility from Teacher Training Through Service-Learning]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Valdivia]]></surname>
<given-names><![CDATA[Estefanía]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Burgos-García]]></surname>
<given-names><![CDATA[Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pegalajar-Palomino]]></surname>
<given-names><![CDATA[Ma Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Jaén Facultad de Humanidades y Ciencias de la Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Granada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Jaén Departamento de Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2022</year>
</pub-date>
<volume>44</volume>
<numero>177</numero>
<fpage>58</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982022000300058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982022000300058&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982022000300058&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las directrices propuestas por la Agenda 2030 han planteado, en la educación superior, el desarrollo de competencias para la sostenibilidad en la formación inicial del docente. La finalidad de este estudio es analizar la producción científica sobre competencias y formación del futuro docente en relación con el aprendizaje-servicio (ApS) y sus implicaciones para la responsabilidad social (RS). Se realizó una revisión sistemática en las bases de datos científicas más importantes (WoS, ProQuest, Google Académico y Scopus). Los resultados muestran que el ApS es una metodología didáctica eficaz para la formación inicial del docente en relación con el desarrollo de su formación integral y de la competencia cívica y ciudadana. Además, promueve la construcción de la identidad profesional basada en el desarrollo sostenible. Las conclusiones destacan que el ApS incide en la formación en responsabilidad social del futuro docente, en tanto que promueve una concienciación ante los colectivos sociales más vulnerables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The guidelines proposed by the 2030 Agenda have raised the need for the development of sustainability skills in higher education teachers&#8217; training since the very beginning. The main purpose of this study is to analyze the scientific production on skills and on the training of future teachers in relation to service-learning (SL) and its implications for social responsibility (SR). In order to do this, we carried out a systematic review of the most important scientific databases (WoS, ProQuest, Google Scholar and Scopus). The results show that Learning plus service is an effective didactic methodology for the initial training of teachers regarding the development of their comprehensive training as well as their civic and citizen competence. In addition, it promotes the construction of a professional identity based on sustainable development. The conclusions highlight that the Learning plus service approach impacts a teacher&#8217;s training in social responsibility, insofar as it promotes awareness before the most vulnerable social groups.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Responsabilidad social]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje-servicio]]></kwd>
<kwd lng="es"><![CDATA[Metodología de enseñanza]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Social responsibility]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Service-learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching methodology]]></kwd>
</kwd-group>
</article-meta>
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