Pre-Service Teachers Experience in Project-Based Learning Approach: A Case Study of Two Campuses of the University of A (UNA)

Abstract

Project based learning is becoming more important and relevant as we integrate the technology in the 21st century educational system and the need for sustainable development equipping pre-service teachers to be self-sustained in all the areas of education concepts. This paper explores the experience of project-based learning in pre-service teacher’s educational program. Project based learning enhances awareness of learning and teaching support materials among pre-service teachers. The solicitation of project-based learning in solving educational problems encountered during school-based studies shows the importance of the project-based approach by the pre-service teacher’s reflections. A quantitative research approach was used in this paper. Eighty-seven pre-service teacher of University of “A” took part in the study. The study was guided by constructivism theory. Questionnaires were used in this study for the pre-service teachers and analyzed. Findings confirmed that project-based learning has helped to nurture a positive skills attitude towards the learning and teaching support materials production in a constructive manner. The skills embrace 21st century skill like critical thinking, collaboration skills, communication skills, creativity and innovation skills, directing skills, international or global connections, local connections and information technology (IT) skills. As part of recommendation, it is suggested that at least one to two weeks PBL tutorial classes be provided for pre-service teachers before engaging them on 12 week projects duration.