ABILITY OF THE PROJECT-BASED LEARNING APPROACH IN THE FINAL THESIS IN EDUCOLOGY STUDIES

Abstract

The goal of the research was to analyse and define directions for improving the methodology for the final thesis in educology studies through examination of possibilities to apply the project-based learning approach as a method suitable for the development and explication of modern competencies of student teachers. A qualitative analysis was conducted using predefined criteria of the project-based learning approach. The research looked at evidence of project-based learning in final theses in the 1st cycle (BA) non-university and the 1st and 2nd cycle (BA and MA) university studies in educology. A hypothesis was put forward that evidence of the application of the project-based learning approach can be found within the traditional framework of the final thesis in educology. The findings of the research revealed that this evidence is minimal both in non-university and university studies and that strategic decisions, at least at the institutional level, are required to ensure diversity of methodological approaches in the final thesis. KEY WORDS: project-based learning approach, teacher training, competences.