Values Education through Community Service: Traversing Experiences of BSED-Values Education Students in Community Service toward Contextualized Curriculum

Abstract

A sense of community and belongingness is integral to the formation of values among individuals. This same principle is emphasized in the curriculum for teacher education students majoring in Values Education. Guided by this notion, the present study explores the lived experiences of BSEd-Values Education students enrolled in the course "Values Education Through Community Service," employing a phenomenological research design. The study was conducted in selected municipalities and cities in Bataan, where pre-service teachers engaged in community immersion and implemented proposed service projects. Fifteen pre-service teacher-leaders were purposively selected to participate in semi-structured interviews. Data were analyzed using descriptive phenomenological methods. Findings reveal that the participants experienced a deeply fulfilling and transformative journey during their immersion, which broadened their appreciation and understanding of the academic communities they aim to serve. Despite encountering notable challenges, the hospitality and receptiveness of community members and officials helped ease initial apprehensions. These insights provide a foundation for contextualizing the Values Education curriculum, aligning it with the realities of local communities and the evolving needs of learners. The results offer valuable implications for policy-making and curriculum enhancement in higher education institutions in the Philippines.