Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies

Abstract The study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Wh...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Dina Tsybulsky, Yulia Muchnik-Rozanov
Formato:	article
Lenguaje:	EN
Publicado:	SpringerOpen 2021
Materias:	Science-teacher education Preservice teachers Pedagogical competencies Pedagogical practicum Emotional experiences Project-based learning Theory and practice of education LB5-3640 Science Q
Acceso en línea:	https://doaj.org/article/7545755321944c52afa640f751ccb3a6
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:7545755321944c52afa640f751ccb3a6
record_format	dspace
spelling	oai:doaj.org-article:7545755321944c52afa640f751ccb3a62021-11-07T12:15:47ZProject-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies10.1186/s43031-021-00037-82662-2300https://doaj.org/article/7545755321944c52afa640f751ccb3a62021-11-01T00:00:00Zhttps://doi.org/10.1186/s43031-021-00037-8https://doaj.org/toc/2662-2300Abstract The study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Which emotional experiences accompanied PSTs’ PBL-based pedagogical practicum? (b) Of the competencies for implementing PBL that the PSTs developed during the practicum, which did they consider using as part of their classroom practices in the future? (c) Is there a connection between PSTs’ emotional experiences and their self-reported competencies for implementing PBL in their classroom practices? Participants were 16 preservice teachers in their first year in the teacher-education program for teaching sciences. Data were collected from reflective reports, submitted at the end of the first and second semesters, thereby addressing the middle and final stages of the PBL-based practicum, and were analyzed using three complementary methodologies: content, linguistic, and statistical analyses. The findings indicate that, as portrayed by the participants, PSTs’ immersion in the PBL-based practicum was accompanied by both positive and negative emotional experiences. While immersed in the PBL practicum, the PSTs described themselves as developing various teaching competencies for implementing PBL in the classroom. It was also found that the positive emotional experiences outnumbered the negative, and this predominance was positively linked to the development of the PSTs’ competencies.Dina TsybulskyYulia Muchnik-RozanovSpringerOpenarticleScience-teacher educationPreservice teachersPedagogical competenciesPedagogical practicumEmotional experiencesProject-based learningTheory and practice of educationLB5-3640ScienceQENDisciplinary and Interdisciplinary Science Education Research, Vol 3, Iss 1, Pp 1-12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Science-teacher education Preservice teachers Pedagogical competencies Pedagogical practicum Emotional experiences Project-based learning Theory and practice of education LB5-3640 Science Q
spellingShingle	Science-teacher education Preservice teachers Pedagogical competencies Pedagogical practicum Emotional experiences Project-based learning Theory and practice of education LB5-3640 Science Q Dina Tsybulsky Yulia Muchnik-Rozanov Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
description	Abstract The study investigated preservice teachers’ (PST) emotional experiences, teaching competencies, and the connection between the two over the course of a pedagogical practicum conducted using a project-based learning (PBL) approach. The study addressed the following research questions: (a) Which emotional experiences accompanied PSTs’ PBL-based pedagogical practicum? (b) Of the competencies for implementing PBL that the PSTs developed during the practicum, which did they consider using as part of their classroom practices in the future? (c) Is there a connection between PSTs’ emotional experiences and their self-reported competencies for implementing PBL in their classroom practices? Participants were 16 preservice teachers in their first year in the teacher-education program for teaching sciences. Data were collected from reflective reports, submitted at the end of the first and second semesters, thereby addressing the middle and final stages of the PBL-based practicum, and were analyzed using three complementary methodologies: content, linguistic, and statistical analyses. The findings indicate that, as portrayed by the participants, PSTs’ immersion in the PBL-based practicum was accompanied by both positive and negative emotional experiences. While immersed in the PBL practicum, the PSTs described themselves as developing various teaching competencies for implementing PBL in the classroom. It was also found that the positive emotional experiences outnumbered the negative, and this predominance was positively linked to the development of the PSTs’ competencies.
format	article
author	Dina Tsybulsky Yulia Muchnik-Rozanov
author_facet	Dina Tsybulsky Yulia Muchnik-Rozanov
author_sort	Dina Tsybulsky
title	Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
title_short	Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
title_full	Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
title_fullStr	Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
title_full_unstemmed	Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
title_sort	project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies
publisher	SpringerOpen
publishDate	2021
url	https://doaj.org/article/7545755321944c52afa640f751ccb3a6
work_keys_str_mv	AT dinatsybulsky projectbasedlearninginscienceteacherpedagogicalpracticumtheroleofemotionalexperiencesinbuildingpreserviceteacherscompetencies AT yuliamuchnikrozanov projectbasedlearninginscienceteacherpedagogicalpracticumtheroleofemotionalexperiencesinbuildingpreserviceteacherscompetencies
_version_	1718443495479312384

Project-based learning in science-teacher pedagogical practicum: the role of emotional experiences in building preservice teachers’ competencies

Ejemplares similares