Technology of Service-Learning: Opportunities and Risks of Implementation in the Professional Training of Future Teachers. Part 1

Abstract

Introduction. The transformation of teacher education increases the importance of preparing future teachers for educational roles in schools and the local community. In this regard, the authors explore the potential of service-learning technology as an effective tool for the professional preparation of future teachers. Materials and methods. In their study, the authors rely on the results of an online survey of students and faculty at the Pedagogical Institute of Novgorod State University and analyze interview data with specialists from the School of Project Based Learning, which implements the Service-Learning program (two experts). Nineteen teachers and 117 students participated in the survey. The data were systematized through quantitative and qualitative analysis of the results. Results. The survey results revealed the potential readiness of students and faculty to integrate service-learning technology into the educational process (45% of students and 30% of faculty surveyed expressed a positive attitude toward this prospect). Respondents cited heavy classroom workloads, lack of time management skills, and low student motivation as barriers to implementing this technology. The authors proposed mechanisms for transforming the content of professional training for future teachers using service-learning technology. The organizational and pedagogical conditions for such a transformation are considered to include: replacing part of the academic workload with educational projects, methodological and organizational support for service-learning, and providing students with the opportunity to choose their academic path and mentorship. KEYWORDS Conclusion. The study demonstrates the significant educational potential of service-learning and identifies a number of barriers to implementing this technology in teacher education. To overcome these barriers, the authors developed strategies for updating teacher education content both through interdisciplinary approaches and through the implementation of specialized training modules that immerse students in social practice. The proposed set of organizational, scientific-methodological and psychological-pedagogical conditions ensures the effective integration of service learning into the professional training of future teachers.