Abstract
This experimental research aims to examine the impact of Community Service activities amongst pupil teachers in Delhi. The research explores the impact of Community Service as an experimental intervention. Findings indicate significant positive effects on personal and professional development, highlighting the value of integrating community service into teacher education programs.
The study examined a group of hundred pupil teachers in the second year of B.Ed. programme. The study utilised pre-intervention and post-intervention surveys with qualitative semi-structured interviews. The quantitative data indicate that there were statistically significant improvements in Attitude, Skills and Perceptions towards community service after the intervention. The qualitative findings show significant positive effects on personal and professional development of the pupil teachers. These results highlight the importance of incorporating Community Service Activities in teacher training programs. Moreover, the data suggest that such interventions can lead to more empathetic and socially aware teachers, prepared to engage with diverse communities. The enhanced personal growth and skill acquisition observed among the pupil teachers also imply long-term benefits for their future teaching careers. Consequently, these findings advocate for curriculum reforms that include community engagement as a core component. It is envisaged that these findings will help stakeholders give space to community service, engagement, and participation in the curriculum promoting a more holistic approach to teacher education.
Keywords: community Service, community engagement, teacher training, volunteers, social skills