Project-based learning via school-university collaboration: impact on general pedagogical knowledge in primary student-teachers
Yessimbekova A. Taurbekova A. Shagatayeva Z. Zhanatbekova N. Shakarim N.
2025Frontiers Media SA
Frontiers in Education
2025#10
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. Copyright
initial teacher education , mixed methods , school-university partnership , service-learning , teaching self-efficacy
Text of the article Перейти на текст статьи
Faculty of Pedagogy and Psychology, Zhetysu University, Taldykorgan, Kazakhstan
Faculty of Physical Education and Art, Zhetysu University, Taldykorgan, Kazakhstan
Faculty of Physics and Mathematics, Zhetysu University, Taldykorgan, Kazakhstan
Faculty of Pedagogy and Psychology
Faculty of Physical Education and Art
Faculty of Physics and Mathematics
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026