199 EV revista española de pedagogía year LXXV, n. 267, May-August 2017, 199-217 Service-learning in teacher training in Spanish universities El aprendizaje-servicio en la formación del profesorado de las universidades españolas José Luis ÁLVAREZ CASTILLO, PhD. Professor. University of Cordoba (jlalvarez@uco.es). María Jesús MARTÍNEZ USARRALDE, PhD. Senior Lecturer. University of Valencia (m.jesus.martinez@uv.es). Hugo GONZÁLEZ GONZÁLEZ, PhD. Lecturer. University of Cordoba (hugo.gonzalez@uco.es). Mariana BUENESTADO FERNÁNDEZ. Scholarship Researcher. University of Cordoba (m62bufem@uco.es). Abstract A culture of training teaching staff in spe- cifc teaching skills is spreading throughout higher education in Europe and other re- gions. In recent years, service learning has been one of the active methodologies that has attracted the most attention in educational literature and in training practices. This piece uses an ex post facto cross-sectional study to quantify and describe service learn- ing training provision in Spanish universi- ties, using an information recording sheet to gather evidence from institutional websites and an unstructured questionnaire as a com- plementary data source. Our results support the claim that teaching training activities are growing and that there are some advances in the consolidation of this trend. However, sig- nifcant limitations were identifed, such as a lack of a practice-based orientation in teacher training and the lack of a coordinated plan to facilitate learning ecologies, something that is hindering the refective, cooperative, and transformative impact that is attributed to the service learning method. Based on this diagnosis, we suggest that training activities be incorporated into multi-year plans, and note that sociocritical and practical orientations would work better together, and that collabo- rative work between universities and commu- nity services should be strengthened. Keywords: Service learning, teacher educa- tion, higher education, professional develop- ment, experiential learning. Resumen Tanto en Europa como en otras regio- nes se está generalizando una cultura de la formación del profesorado universitario en competencias docentes específcas. Una de las metodologías activas a la que se viene prestando interés durante los últimos años, tanto en la literatura pedagógica como en las prácticas de formación, es el aprendiza- Revision accepted: 2016-06-01. This is the English version of an article originally printed in Spanish in issue 267 of the revista española de pedagogía. For this reason, the abbreviation EV has been added to the page numbers. Please, cite this article as follows: Álvarez Castillo, J. L., Martínez Usarralde, M. J., González González, H., & Buenestado Fer-nández, M. (2017). El aprendizaje-servicio en la formación del profesorado de las universidades españolas | Service-learning in teacher training in Spanish universities. Revista Española de Pedagogía, 75 (267), 199-217. doi: https://doi.org/10.22550/REP75-2-2017-02 https://revistadepedagogia.org/ ISSN: 0034-9461 (Print), 2174-0909 (Online)