Projektno učenje v začetnem izobraževanju učiteljev: praksa treh visokošolskih zavodov na Portugalskem
Povzetek
Bodoči učitelji prvič pridejo v stik z raznolikimi strategijami poučevanja, kot je na primer projektno učenje, v programih začetnega izobraževanja učiteljev. Takšne strategije so v nasprotju z vrsto metod, ki so jih izkusili med svojim šolanjem, ki so bile pretežno osredinjene na učitelja. Ta raziskava skuša razumeti, kako je projektno učenje vključeno v učni načrt programa začetnega izobraževanja osnovnošolskih učiteljev. Udeležence predstavljajo trije visokošolski zavodi iz različnih portugalskih regij, pri čemer vsi ponujajo programe začetnega izobraževanja osnovnošolskih učiteljev, ki na neki točki vključujejo projektno učenje. Podatki so bili zbrani z analizo dokumentov učnih načrtov, prav tako s polstrukturiranimi intervjuji s koordinatorji programov na vsaki izmed omenjenih ustanov. Rezultati kažejo, da zavodi cenijo projektno učenje in se ga trudijo vključiti v svoje programe, pa naj bo to v teoretičnem, didaktičnem ali v praktičnem smislu. Srečujejo pa se z nekaterimi težavami pri spodbujanju pomenljivih izkušenj, ki bi pri študentih stimulirale samozavestno rabo te strategije pri njihovem nadzorovanem pedagoškem usposabljanju.Prenosi
Literatura
Almeida, M. M. de. (2015). Desenvolvimento profissional docente no ensino superior [Teacher professional development in higher education]. In A. Loss, A. P. Caetano, & J. P. Ponte (Eds.), Formação de Professores no Brasil e em Portugal. Pesquisas, Debates e Práticas (pp. 77–104). Appris Editora. https://doi.org/10.17648/cbcs-2019-110597
Amado, J. (2014). Manual de investigação qualitativa em educação [Handbook ofqualitative research in education] (2nd ed.). Imprensa da Universidade de Coimbra. https://doi.org/10.14195/978-989-26-0879-2
Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes & L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3–32). Jossey Bass.
Biesta, G. (2011). The future of teacher education: Evidence, competence or wisdom? Invited keynote lecture at the 2010 the future of teacher education conference, Vienna, 2-3 March 2011. https://doi.org/10.1007/978-981-10-4075-729
Bogdan, R., & Biklen, S. (2013). Investigação qualitativa em educação – uma introdução à teoria e aos métodos [Qualitative research in education – an introduction to theory and methods] (12th ed.). Porto Editora.
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027
Braga, F. (2001). Formação de professores e identidade professional [Teacher training and professional identity]. Quarteto Editora
Brew, A., & Saunders, C. (2020). Making sense of research-based learning in teacher education. Teaching and Teacher Education, 87, 102935. https://doi.org/10.1016/j.tate.2019.102935
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education (5th ed.). Routledge Falmer.
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300–314. https://doi.org/10.1177/0022487105285962
Darling-Hammond, L., & Baratz-Snowden, J. (2007). A good teacher in every classroom: Preparing the highly qualified teachers our children deserve. Educational Horizons, 85(2), 111–132.
Daves, D. P., & Roberts, J. G. (2010). Online teacher education programs: Social connectedness and the learning experience. Journal of Instructional Pedagogies, 4, 1–9. https://files.eric.ed.gov/fulltext/EJ1096997.pdf
Decree-Law No. 43, 22 February 2007 (2007). Defines the conditions necessary for obtaining professional qualification for teaching. Diário da República, 1st series, No. 38.
Decree-Law No. 74, 24 March 2006 (2006). Approves the legal regime for higher education degrees and diplomas. Diário da República - I Series-A, No. 60.
Estrela, M. T. (2002). Modelos de formação de professores e seus pressupostos conceptuais [Teacher training models and their conceptual assumptions]. Revista de Educação, Vol. XI(1), 17–29.
Estrela, M. T. (2001). Questões de profissionalidade e profissionalismo docente [Issues in the teaching profession and teaching professionalism]. In M. Teixeira (Ed.), Ser Professor no Limiar do séc. XXI (pp. 113–142). ISET.
Fernandes, S., Mesquita, D., Flores, M. A., & Lima, R. M. (2014). Engaging students in learning: Findings from a study of project-led education. European Journal of Engineering Education, 39(1), 55–67. https://doi.org/10.1080/03043797.2013.833170
Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hayes, D. (2010). The seductive charms of a cross-curricular approach. Education 3-13, 38(4), 381–387. https://doi.org/10.1080/03004270903519238
Kavanagh, S. S., Conrad, J., & Dagogo-Jack, S. (2020). From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education. Teaching and Teacher Education, 89, 102991. https://doi.org/10.1016/j.tate.2019.102991
Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J., & Mäkinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education, 71, 66–77. https://doi.org/10.1016/j.tate.2017.12.009
Lasauskiene, J., & Rauduvaite, A. (2015). Project-based learning at university: Teaching experiences of lecturers. Procedia - Social and Behavioral Sciences, 197, 788–792. https://doi.org/10.1016/j.sbspro.2015.07.182
Leite, C., & Ramos, K. (2010). Questões da formação pedagógica-didáctica na sua relação com a profissionalidade docente universitária. Alguns pontos para debate [Issues of pedagogical-didactic training regarding its relationship with professionalism in university teaching. Some points for debate] In C. Leite (Ed.), Sentidos da Pedagogia no Ensino Superior (pp. 29–45). CIIE.
Leite, E., Malpique, M., & Santos, M. R. dos. (1989). Trabalho de projeto – II: Leituras Comentadas[Project work – II: Commented reading]. Afrontamento.
Leite, T., & Arez, A. (2011). A formação através de projetos na iniciação à prática profissional [Training through projects in the initiation of professional practice]. Da Investigação Às Práticas, 1(3), 79–99. http://www.eselx.ipl.pt/cied/publicacoes/revista_atual/79_99.pd
Menezes, L., & Ponte, J. P. da. (2006). Da reflexão à investigação: Percursos de desenvolvimento profissional de professores do 1.o ciclo na área de Matemática [From reflection to research: Professional development paths for primary school teachers in the area of mathematics]. Quadrante, XV(1&2), 3–32.
Nicu, A. (2015). Policy and practice of initial teacher training. Procedia – Social and Behavioral Sciences, 180, 80–86. https://doi.org/10.1016/j.sbspro.2015.02.089
Niemi, H. (2011). Educating student teachers to become high quality professionals - A Finnish case. Center for Educational Policy Studies Journal, 1(1), 43–66.
OECD [Organisation for Economic Co-operation and Development]. (2017). The OECD handbook for innovative learning environments. OECD, Publishing. https://doi.org/https://dx.doi.org/9789264277274-en
Pantić, N. (2012). Teacher education reforms between higher education and general education transformations in south-eastern Europe: Reviewing the evidence and scoping the issues. Center for Educational Policy Studies Journal, 2(4), 71–90.
Pietila, M., & Virkkula, E. (2011). Integrating therapy and practice according to PBL-based project designs in secondary vocational education of engineering and music. In J. Davies, E. Graaff, & A. Kolmos (Eds.), PBL across the disciplines: Research into best practice. Proceedings from the 3rd International Research Symposium on PBL (pp. 54–63). Aalborg University Press.
Rangel, M., & Gonçalves, C. (2011). A metodologia de trabalho de projeto na nossa prática pedagógica [Project-based learning in our pedagogical practice]. Da Investigação Às Práticas, 1(3), 21–43.
ilva, I. L. da. (2011). Considerações finais: Das voltas que o projeto dá... [Final thoughts: Of the turns that the project takes...]. Da Investigação Às Práticas, 1(3), 118–132.
Silva, I. L. da (2005). Projectos e aprendizagens [Projects and learning]. 2.o Encontro de Educadores de Infância e Professores Do 1o Ciclo, Porto, 24–25 February 2005.
Stake, R. E. (1995). The art of case study research. Sage Publications.
Tamim, S. R., & Grant, M. M. (2013). Definitions and uses: Case study of teachers implementing project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 5–16. https://doi.org/10.7771/1541-5015.1323
Tascı, B. G. (2015). Project based learning from elementary school to college, tool: Architecture. Procedia - Social and Behavioral Sciences, 186, 770–775. https://doi.org/10.1016/j.sbspro.2015.04.130
Vasconcelos, T. (2011). Trabalho de projeto como “Pedagogia de Fronteira” [Project work as “Border Pedagogy”].Da Investigação Às Práticas, 1(3), 8–20
Vasconcelos, T., Rocha, C., Loureiro, C., Castro, J., Menau, J., Sousa, O., Hortas, M. J., Ramos, M., Ferreira, N., Melo, N., Rodrigues, P., Mil-Homens, P., Fernandes, S., & Alves, S. (2012). Trabalhos por projeto na educação de infância: Mapear aprendizagens, integrar metodologias[Project work in early childhood education: Mapping learning, integrating methods]. Direcção-Geral da Educação.
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Sage Publications.
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
