Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal
Future teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The p...
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| Format: | Article |
| Language: | English |
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University of Ljubljana
2023-06-01
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| Series: | Center for Educational Policy Studies Journal |
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| Online Access: | https://cepsj.si/index.php/cepsj/article/view/1141 |
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| _version_ | 1849304544182272000 |
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| author | Tiago Tempera Luís Tinoca |
| author_facet | Tiago Tempera Luís Tinoca |
| author_sort | Tiago Tempera |
| collection | DOAJ |
| description | Future teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The present research aims to understand how Project-Based Learning is being integrated into the curriculum of primary school teachers’ initial teacher education programmes. The participants were three higher education institutions located in different regions of Portugal, all of which offer initial teacher education programmes for primary school teachers that include Project-Based Learning at some point. The data were collected through document analysis of the programmes’ curricula, as well as through semi-structured interviews with the programme coordinators in each institution. The results show that the institutions value Project-Based Learning and make an effort to include it in their programmes, whether in theoretical, didactical or practical terms. However, they encounter some difficulties in promoting more significant experiences that would enable the students to feel confident to use this strategy in their Supervised Teaching Practice internships. |
| format | Article |
| id | doaj-art-3be3ffb8e8374dcd8d800512dbb599e7 |
| institution | Kabale University |
| issn | 1855-9719 2232-2647 |
| language | English |
| publishDate | 2023-06-01 |
| publisher | University of Ljubljana |
| record_format | Article |
| series | Center for Educational Policy Studies Journal |
| spelling | doaj-art-3be3ffb8e8374dcd8d800512dbb599e72025-08-20T03:55:41ZengUniversity of LjubljanaCenter for Educational Policy Studies Journal1855-97192232-26472023-06-01132577710.26529/cepsj.1141Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in PortugalTiago TemperaLuís TinocaFuture teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The present research aims to understand how Project-Based Learning is being integrated into the curriculum of primary school teachers’ initial teacher education programmes. The participants were three higher education institutions located in different regions of Portugal, all of which offer initial teacher education programmes for primary school teachers that include Project-Based Learning at some point. The data were collected through document analysis of the programmes’ curricula, as well as through semi-structured interviews with the programme coordinators in each institution. The results show that the institutions value Project-Based Learning and make an effort to include it in their programmes, whether in theoretical, didactical or practical terms. However, they encounter some difficulties in promoting more significant experiences that would enable the students to feel confident to use this strategy in their Supervised Teaching Practice internships.https://cepsj.si/index.php/cepsj/article/view/1141active learninginitial teacher educationproject-based learningteaching strategies |
| spellingShingle | Tiago Tempera Luís Tinoca Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal Center for Educational Policy Studies Journal active learning initial teacher education project-based learning teaching strategies |
| title | Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal |
| title_full | Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal |
| title_fullStr | Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal |
| title_full_unstemmed | Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal |
| title_short | Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal |
| title_sort | project based learning in initial teacher education the practice of three higher education institutions in portugal |
| topic | active learning initial teacher education project-based learning teaching strategies |
| url | https://cepsj.si/index.php/cepsj/article/view/1141 |
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