Project-Based Learning for Teacher Training in Primary Education

Abstract

Teaching at the university is subject to continuous methodological change, which poses a significant challenge when assessing teaching methodologies. The main objective of this research was to analyze the impact that project-based learning (PBL) has on knowledge acquisition concerning the Didactics of Social Sciences. The study involved 290 students of the Primary Education Degree at the University of Cordoba, Spain. In order to collect information, a survey with a Likert scale (1–5) consisting of fifteen items was used. The results of the study show the need to make changes in traditional teaching—so deeply rooted in Social Sciences learning—and the methodological deficiencies that future teachers have in relation to active learning. In sum, the research provides an insight into good teaching practices implemented at the university for initial teacher training and the development of their professional skills.