Resumo

CORREIA TEMPERA, Tiago Bruno  e  DA FONSECA TINOCA, Luís Alexandre. PROJECT-BASED LEARNING IN THE PRACTICUM OF FUTURE BASIC EDUCATION TEACHERS IN PORTUGAL. Práx. Educ. [online]. 2022, vol.18, n.49, e10072.  Epub 18-Mar-2022. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v18i49.10072.

The supervised teaching practice of a future teacher is a determining period for the development of their educational practices and professional skills. Despite valuing its active and interdisciplinary nature, many teachers have shown difficulties in implementing the Project-based Learning method in their practices. This study aims to understand how future teachers of the 1st Cycle of Basic Education, in Portugal, integrate Project-based Learning in their practicum. Data were collected through focus group interviews with two groups of students from different institutions, but with similar training models. The results demonstrate that future teachers value and seek to include Project-based Learning in their educational practices, going through some difficulties in the implementation of this method, which could be alleviated through greater consultation between training institutions and internship schools, in order to minimize the gap between the addressed pedagogical models and the educational realities found.

Palavras-chave : initial teacher education; project-based learning; teaching practice.

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