In-service teachers' perceptions of project-based learning.

Area of Science:

• Educational Psychology
• Pedagogy
• Instructional Methods

Background:

• Traditional classroom instruction and project-based learning (PBL) are prevalent educational models.
• Understanding teacher perceptions is crucial for effective implementation of teaching methodologies.

Purpose of the Study:

• To analyze teachers' perceptions of project-based learning (PBL) versus traditional classroom instruction.
• To investigate teacher roles, success metrics, and evaluation methods in both settings.

Main Methods:

• Empirical data collection through 109 questionnaires in primary and vocational secondary schools.
• Comparative analysis of teacher perceptions based on experience and school type.

Main Results:

• Teachers generally favored project-based methods, perceiving their role as facilitators.
• Motivation and value transmission were key perceived aspects of teaching.
• Underutilization of ICT tools and emotional engagement was observed.
• Students actively participated in oral evaluation processes.

Conclusions:

• Project-based learning (PBL) is preferred by teachers, who adopt a facilitator role.
• There is a need to better integrate ICT tools and emotional components in teaching.
• Student-centered evaluation methods, like oral evaluation, are positively perceived.