Аннотация
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.