Teachers ́ self-training in project-based learning: analysis of experiences and impact in practice

Abstract

This research investigates teachers´ self-training processes in Project-based learning (PBL) and its impact at the classroom level. A case study methodology, based on qualitative research instruments, contextualized the representations of the teaching staff in the contexts of practice. Data have been obtained from 165 teachers participating in ten school-based training projects in one Andalusian province, among other sources of evidence. The results of the study show the high degree of appreciation teachers manifest regarding the different dimensions associated with the scheme, highlighting how their training needs have been met. However, the teaching staff felt the necessity for additional time for the management, organization and planning of the didactic processes derived from the training. In relation to the impact of the initiatives, teachers highly value its usefulness for professional practice and classroom application. The conclusions of the study point to the suitability of the self-training modality for Project-Based learning in advancing teacher training and improving teaching practices at the classroom level.