Project-based learning in initial teacher education: the practice of three higher education institutions in Portugal.

Autor/inn/en	Tempera, Tiago; Tinoca, Luis
Titel	Project-based learning in initial teacher education: the practice of three higher education institutions in Portugal. Paralleltitel: Projektno ucenje v zacetnem izobrazevanju uciteljev: praksa treh visokosolskih zavodov na Portugalskem.
Quelle	In: CEPS journal, 13 (2023) 2, S. 57-77Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:26893 10.26529/cepsj.1141
URN	urn:nbn:de:0111-pedocs-268930
Schlagwörter	Interview; Dokumentenanalyse; Curriculum; Grundschule; Interview; Portugal; Lehramtsstudent; Unterrichtsmethode; Hochschulbildung; Projektmethode; Grundschule; Lehramtsstudent; Lehramtsstudiengang; Projektmethode; Curriculum; Unterrichtsmethode; Hochschulbildung; Portugal
Abstract	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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1