• Institution: National University of Science and Technology POLITEHNICA Bucharest
• Country: Romania
• Lecturer: Loredana Manasia, Grațiela Ianoș, Cristina Tripon 

• Curriculum: Teaching practicum
• Course level: MSc
• Credits: 8 (1st semester), 10 ECTS in the 2nd, 3rd and 4th semesters
• Number of students participating: 50

The Teaching Practicum courses, offered as part of the Master of Science Programme in Engineering Education and Teaching at POLITEHNICA Bucharest, are crafted to address the pressing need for quality education in rural areas and beyond. By integrating service-learning components, the program prepares engineers to become educators who can effectively inspire and manage technological education in diverse settings. This initiative particularly shines at the Ion Iorgulescu Secondary School in Argeș County, where service-learning is applied through engaging workshops that cover robotics, virtual reality (VR), and 3D printing.

Through their involvement at Ion Iorgulescu Secondary School, students not only apply their engineering knowledge but also develop crucial pedagogical skills such as learning design, assessment techniques, classroom, and team management. This hands-on approach ensures that the pre-service teachers are well-prepared to foster engaging and inclusive learning environments. The pupils benefit immensely from exposure to cutting-edge technologies, which enriches their learning experience and deepens their understanding of the engineering sciences. In the Teaching Practicum courses at POLITEHNICA Bucharest, students use a set of metacognitive matrices to document and reflect on their learning experiences. These tools help them track their progress and analyze their personal and professional growth.

To enhance reflection, the course incorporates both individual and group sessions, utilizing tools like the Reflect Matrix, Value Proposition Canvas, and Experience Map (Manasia & Ianoş, 2022). These tools help students understand and articulate the impact of their teaching and the value it brings to both themselves and their students.

Experiences of Different Stakeholders: At Ion Iorgulescu Secondary School, the service-learning initiative has brought together a diverse group of stakeholders—students, teachers, pre-service teachers from POLITEHNICA Bucharest, and the local community. The students and pupils experienced firsthand the excitement and challenges of working with cutting-edge technologies like robotics, VR, and 3D printing. Pre-service teachers practiced crucial pedagogical skills, including lesson planning, classroom management, and the integration of technology into education. Teachers and community members observed a visible increase in student engagement and a deeper interest in STEM disciplines. Most importantly, the partnership strengthened.

Lessons Learned: The key lesson from the Ion Iorgulescu initiative is the importance of practical, hands-on experience in education. Engaging students with real-world applications of their studies, particularly in STEM, enhances learning outcomes and motivates both teaching and learning. Additionally, the importance of adequate preparation and support for pre-service teachers was highlighted, underscoring the need for robust training programs that prepare them to handle dynamic and technologically advanced learning environments.

What Went Well and Conditions for Success: The successful aspects of the service-learning activities were largely due to the enthusiastic participation of all stakeholders, the application of advanced technological tools, and the integration of these tools into the curriculum in a way that was both accessible and inspiring for pupils. The success of these workshops depended on the effective coordination between the school and the university, adequate technological resources, and the proactive involvement of trained pre-service teachers.

Challenges and Areas for Improvement: Despite many successes, there were challenges. One significant issue was the initial reluctance of some pre-service teachers go to that school. Additionally, logistical challenges such as transportation and available equipment occasionally hindered the smooth execution of service-learning projects.