Project-based learning via school-university collaboration: Impact on general pedagogical knowledge in primary student-teachers

Assylzhan YessimbekovaAinur TaurbekovaZaure Shagataeva^*Nazym ZhanatbekovaNurdaulet Shakarim

• Zhetysu University, Taldykorgan, Kazakhstan

Background: Service-learning, though prevalent in Western academia, remains nascent in Eurasian educational contexts. This study probes the pedagogical efficacy of a school-university partnership initiative, engaging primary education student-teachers as teaching assistants in elementary settings. Existing scholarship highlights service-learning's capacity to bridge theoretical and practical realms, bolster professional skills, and elevate self-efficacy. Yet, empirical insights into its impact on general pedagogical knowledge (GPK) and teaching self-efficacy, particularly in primary teacher education, are sparse, prompting this investigation. Methods: A quasi-experimental, embedded mixed-methods design was employed, integrating qualitative reflections with quantitative data. Seventy-four undergraduate student-teachers from a primary education program were randomly assigned to a non-engaged (n=37) or treatment group (n=37). The latter participated in a service-learning intervention, collaborating with seven public schools to address specific educational challenges. Over 6–12 weeks, pre-service teachers designed and delivered supplemental instructional modules, guided by mentors. GPK and self-efficacy were assessed pre-and post-intervention using validated instruments, complemented by reflective reports. Results: Quantitative analysis revealed significant GPK gains in adaptivity, structure, and assessment for the experimental group, with notable effect sizes. Teaching self-efficacy showed mixed outcomes. Reflective reports underscored the intervention's role in linking theory to practice, fostering practical skills, and deepening professional purpose. Challenges included logistical demands and resource constraints. Conclusion: Project-based service-learning boosted GPK, bridging theory and practice, though its impact on self-efficacy varies. This study offers a nuanced evaluation, advancing understanding of service-learning's role in primary teacher education.