TITLE:
Pre-Service Teachers Experience in Project-Based Learning Approach: A Case Study of Two Campuses of the University of A (UNA)
AUTHORS:
Desalu Dedayo Denuga, David Nkengbeza
KEYWORDS:
Project-Based Learning, Learning and Teaching Support Materials, 21st Century, Awareness, Pre-Service Teachers
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.10 No.4,
April
13,
2022
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.