View in EDS

Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal

Saved in:
Bibliographic Details
Title: Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal
Language: English
Authors: Tempera, Tiago, Tinoca, Luís
Source: Center for Educational Policy Studies Journal. 2023 13(2):57-77.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 21
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Foreign Countries, Student Projects, Preservice Teacher Education, Active Learning, Elementary School Teachers, Teacher Education Programs, Barriers, Program Implementation, Program Effectiveness
Geographic Terms: Portugal
ISSN: 1855-9719
2232-2647
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 ProjectBased 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1397736
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1397736
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1397736
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Tempera%2C+Tiago%22">Tempera, Tiago</searchLink><br /><searchLink fieldCode="AR" term="%22Tinoca%2C+Luís%22">Tinoca, Luís</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Center+for+Educational+Policy+Studies+Journal%22"><i>Center for Educational Policy Studies Journal</i></searchLink>. 2023 13(2):57-77.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 21
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1855-9719<br />2232-2647
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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 ProjectBased 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1397736
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1397736
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 57
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Portugal
        Type: general
    Titles:
      – TitleFull: Project-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Tempera, Tiago
      – PersonEntity:
          Name:
            NameFull: Tinoca, Luís
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1855-9719
            – Type: issn-electronic
              Value: 2232-2647
          Numbering:
            – Type: volume
              Value: 13
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Center for Educational Policy Studies Journal
              Type: main
ResultId 1