Abstract
This paper presents the results from a recently performed research on the effectiveness of different project-based strategies and practices for the learning and teaching implemented in both formal and non-formal educational environment. The research methodology integrates methods and tools for parallel study of both social and educational areas of the project-based teaching-learning interaction: surveys, comparative questionnaires, focus groups, case study and experimental teacher training. The collected data show that school projects are a welcoming and enjoyable experience for both students and teachers. They appreciate significant advantages of the approach, as compared to traditional methods and strategies. At the same time, they identify specific risks and challenges that can negatively affect their achievements, communication, satisfaction, or academic and social effectiveness. Probably, the most significant conclusion from the research is that the skills and competences for projectbased teaching and learning can be effectively developed by both formal teacher training programs and project-based practices (internships). On the basis of the performed experimental teacher training program (its results have been already implemented in the bachelor program for Pedagogy students at Sofia University), improvements were made to several project-based strategies and techniques. Specific conclusions and recommendations have been formulated regarding the possibilities to improve teacher competences and excellence through participation in school / learning projects‟ development and management.
Highlights
Project-based teaching and learning forms the basis of the so called project method or project approach in education
Current teachers usually identify project work both as part of the academic curriculum they and as a specific methodology for their initial vocational education. It is exactly the inter-connection between its different practical applications that makes the project-based approach so important in the search for appropriate tools to improve the synergy between theoretical and practical aspects of preservice teacher education. This method‟s effects and results may vary depending on the different starting points for analysis and/or design
The usage of the term can refer to a number of activities such as: - Traditional architectural or engineering projects, - Daily routine of “home projects”. - Art manifestations like new songs, art installations or performance projects
Summary
Project-based teaching and learning forms the basis of the so called project method or project approach in education It means to perform authentic, active and diverse learning by doing, experimenting and/or creating, which has opened new prospects for practical application at every educational level and in every type of context. If theory and practice in the area of project-based learning and teaching has to be supported by a curriculum designed for pre-service teacher education, it has to integrate teachers‟ competences to use projects as well as tools for academic, social and organizational development. In the context of preservice teacher education this educational need can be satisfied only by integrating theoretical instruction with practical training and internship
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