SERVICE-LEARNING ACTIVITIES OF PRE-SERVICE PRIMARY SCHOOL TEACHERS: PERCEPTIONS OF COMMUNITY MEMBERS

Abstract

This study explored community members’ perceptions of service-learning (SL) activities of pre-service primary school teachers (PSTs) of a university in Vietnam. More specifically, the study aimed at investigating how community members (CMs) perceive the impacts of SL activities organized at primary school settings on primary school students and the professional development of PSTs. To collect data for the study, multiple interviews were conducted with primary school leaders (Ls) and primary school teachers (Ts) at three primary schools (PSs), who were directly involved in the SL activities of the PSTs. The findings revealed SL activities were believed to positively impact PSTs’ professional development through providing opportunities for context-based learning, and pedagogical knowledge and skill development. CM also believed that SL activities improved primary students’ engagement, motivation, and confidence in English learning. The paper provides implications for teacher educators and school managers.