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<p>Using an action research design, this study explored the applicability of a service-learning-based STEM professional development model for five early childhood pre-service teachers. Data were collected through semi-structured interviews and reflective journals and analyzed using content analysis. The findings indicated modest improvements in participants’ STEM-related teaching competencies, alongside persistent challenges, including limited classroom space, variability among children, resource shortages, and family engagement issues typical of underserved urban communities. Service learning provided structured opportunities for pre-service teachers to connect theory with practice, yet evidence of broader effectiveness and sustained impact remained limited. By situating the study within a socioeconomically constrained urban setting, this research highlights both the potential and limitations of context-responsive STEM professional development, offering insights for refining future models and extending professional learning opportunities in similar high-need environments.</p>

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STEM Education with Service Learning: Professional Development of Early Childhood Pre-service Teachers

  • 期刊论文

  • 发表日期：

    2026年2月3日

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  • Ahmet Erol,
  • Kudret Aykiri

摘要

Using an action research design, this study explored the applicability of a service-learning-based STEM professional development model for five early childhood pre-service teachers. Data were collected through semi-structured interviews and reflective journals and analyzed using content analysis. The findings indicated modest improvements in participants’ STEM-related teaching competencies, alongside persistent challenges, including limited classroom space, variability among children, resource shortages, and family engagement issues typical of underserved urban communities. Service learning provided structured opportunities for pre-service teachers to connect theory with practice, yet evidence of broader effectiveness and sustained impact remained limited. By situating the study within a socioeconomically constrained urban setting, this research highlights both the potential and limitations of context-responsive STEM professional development, offering insights for refining future models and extending professional learning opportunities in similar high-need environments.