The transformative value of Service Learning in the relationship between school and territory

The development of a meaningful school-territory relationship is promoted by legislative indications and is implemented by building an educational offer that includes the expectations of families and the socio-economic context. The aims concern the design of pathways for the development of active and responsible citizens and determine the revision of times, spaces and teaching methods, by opening up to dialogue with professionals outside the school. The research project "Service Learning for collaboration between schools and the Third Sector" studied the development of learning experiences in collaboration with the territory within the framework of the SL pedagogical approach. This paper presents the initial outcomes on the transformative value of SL in the teachers’ professional development.