Purpose: This research analyzes the effects of a Service-learning program on the development of civic attitudes and skills on preservice teachers (n = 98). They provided a direct service of motor sessions aimed at children with functional diversity. Method: The topic was approached using a mixed methodological approach. A pre- and posttest quantitative analysis was performed on the results obtained after applying the Civic Attitudes and Skills Questionnaire, and a qualitative analysis was performed on the content of follow-up journals. Results: The quantitative results indicated a significant positive posttest, and qualitative analysis explained the civic skills and attitudes that the preservice teachers acquired. Discussion/Conclusion: Service-learning is a useful method for promoting the civic attitudes and skills of preservice teachers. The acquired learning specifically affected the different dimensions involved in achieving meaningful learning, an improvement in the skills and attitudes that are essential characteristics of an inclusive teacher.

目的：本研究分析了服务学习计划对职前教师公民态度和技能发展的影响（ n  = 98）。他们为具有功能多样性的儿童提供了直接的运动课程服务。方法：使用混合方法来处理该主题。对应用公民态度和技能问卷后获得的结果进行测前和测后定量分析，并对后续期刊的内容进行定性分析。结果：定量结果显示出显着的积极后测，定性分析解释了职前教师获得的公民技能和态度。讨论/结论：服务学习是提高职前教师公民态度和技能的有效方法。获得的学习特别影响实现有意义的学习所涉及的不同维度，即技能和态度的提高，这是包容性教师的基本特征。