Research paper Learning and collaboration in pre-service teacher education: Narrative analysis in a service learning experience at Andalusian public schools Maria Jesus M  arquez-García a , William Kirsch b, * , Analía Leite-Mendez a a School of Educational Sciences, University of Malaga, Avda. Cervantes, 2, 29071, M  ALAGA, Spain b Federal University of Health Sciences at Porto Alegre, Brazil. 245 Sarmento Leite St., Historic Center, Porto Alegre-RS, 90050, Brazil highlights  The Service Learning project bridges teacher preparation program and schools.  Pre-service teachers learn by participating in a school community and interacting with others.  Theory and practice are not separated, but, rather, in dialogue.  Narratives allows pre-service teachers to reconstruct their learning path. article info Article history: Received 14 May 2020 Received in revised form 2 August 2020 Accepted 9 August 2020 Available online 8 September 2020 Keywords: Teacher education Service learning Narrative analysis abstract In this article we take up the task of presenting and analyzing a Service Learning experience developed in a class of the major in Primary Education Teaching at the University of Malaga, in Andalusia, Spain. It consists of a narrative analysis of autobiographical texts efinal reports and online interviews e produced by pre-service teachers. We aimed to understand how participants learned about the teaching profession throughout their trajectory in the project. The results indicate pre-service teachers (1) learn by feeling, (2) learn by belonging, (3) learn by placing action in a social perspective, and (4) learn by sharing ex- periences with others. © 2020 Elsevier Ltd. All rights reserved. 1. Introduction For over a decade, the research group Teaching, Communication and Educational Research (Procie) 1 from the School of Educational Sciences at the University of Malaga, in southern Spain, has worked to contribute to pre-service and continued teacher education. The group has carried out a variety of autobiographical and narrative investigations of the school experiences of different stakeholders’ in public schools e teachers, students, students’ families and pre- service teachers (PSTs). (Fig. 1). Research with PSTs from the Primary Education Teaching Degree has given us a perspective of the impressions, experiences and beliefs that they have constructed about the teaching profession in their trajectories as students. In their narratives, they suggest a school that is predominantly segregating, competitive, bureau- cratic, resistant to change, and oblivious to its surroundings (Rivas- Flores, 2014; Rivas-Flores & Leite-Mendez, 2014). PSTs experiences include having been mocked or bullied, punished, despised, ridi- culed or simply ignored by teachers (Marquez-García, Prados- Mejía, & P adua-Arcos, 2014). In our analysis, these narratives demonstrate the need for different ways of learning in the teaching profession. One of them is the engagement in communities of practice where both emotional bonds and critical knowledge could emerge (Wenger, 2001) and where PSTs could experience life as teachers from within the pro- fession. This kind of community is what we will refer to as com- munities of praxis for teacher education (Anderson & Freebody, 2012). We understand them as communities where teacher development can be “centered on student learning and in the study of concrete cases, having schoolwork as its main reference” (N ovoa, * Corresponding author. E-mail addresses: mariajesusmarquez@uma.es (M.J. M arquez-García), wiliamk@ ufcspa.edu.br (W. Kirsch), aleite@uma.es (A. Leite-Mendez). 1 More information at http://ofertaidi.uma.es/institucion-educativa.php, last consulted on 03/16/2020. Acronyms used henceforth: pre-service teacher (PST); Service Learning (SL); Learning Communities (LC); Online interview (OI); and reflective journal (RJ). Contents lists available at ScienceDirect Teaching and Teacher Education journal homepage: www.elsevier.com/locate/tate https://doi.org/10.1016/j.tate.2020.103187 0742-051X/© 2020 Elsevier Ltd. All rights reserved. Teaching and Teacher Education 96 (2020) 103187