Conference Agenda

Service Learning (SL) is considered a promising approach to connect academic learning with civic engagement and thereby contribute to the development of democratic competences (Eyler & Giles Jr., 1999). However, the relationship between SL and democratic competences remains theoretically insufficiently specified, and empirical evidence regarding its impact is still fragmented. This paper addresses this research gap by focusing on teacher education as a key site for the professionalisation of (democratic) educational processes (Reusser & Pauli, 2014).

The contribution is situated within the track “Didactical Methods for Effective Democracy Education” and examines Service Learning as a higher education pedagogical approach. It focuses on how SL transforms the professional interpretative and action-guiding frameworks of pre-service teachers and what this implies for the promotion of democratic competences.

The study is based on a qualitative longitudinal design, reconstructing the subjective theories of ten pre-service teachers in the subject Economics, Work, and Household (WAH) before and after participation in a Service Learning module. Data were collected through concept mapping, group discussions, and semi-structured interviews using the Heidelberg Structure-Laying Technique (Scheele & Groeben, 2020). Subjective theories are understood as action-guiding cognitive orientations that structure the perception, planning, and enactment of teaching (Dann, 1989).

The findings indicate that SL leads to a shift in subjective theories—towards a stronger orientation to societal problems, an increased emphasis on participatory learning formats, and a broader understanding of the societal relevance of teaching. These developments can be interpreted as important preconditions for fostering democratic competences. At the same time, clear limitations become evident: central didactic principles such as multi-perspectivity, conceptual clarity, and systematic problem orientation remain underdeveloped. The connection between experiential learning and subject-specific conceptualisation often remains implicit and fragmented.

Against the background of the professionalisation mandate of teacher education institutions, the study shows that Service Learning does not automatically foster democratic competences. Rather, its potential crucially depends on the extent to which experiential learning processes are systematically linked to subject-specific conceptualisation, structured reflection, and explicit engagement with societal conflicts. Beyond teacher education, the study highlights the importance of considering subjective theories as a key dimension of higher education didactics, as they significantly shape how knowledge is understood and translated into action within complex societal contexts.