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Using document analysis of programme curricula and semi-structured interviews with programme coordinators, the study examines how PBL is integrated theoretically, didactically, and practically. Results indicate institutional value for PBL and efforts to include it, while highlighting difficulties in creating richer experiences that build student confidence to use PBL during supervised teaching practice internships.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/project-based-learning-in-initial-teacher-education-the-practice-of-three-higher-education-institutions-in-portugal/598382/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/project-based-learning-in-initial-teacher-education-the-practice-of-three-higher-education-institutions-in-portugal/598382.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the research study about Project-Based Learning in teacher education?","Question",{"text":112,"@type":113},"It examines how Project-Based Learning is integrated into primary teachers’ initial teacher education curricula in three higher education institutions in Portugal.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected for the study?",{"text":117,"@type":113},"Data were collected through document analysis of the programmes’ curricula and semi-structured interviews with programme coordinators at each institution.",{"name":119,"@type":110,"acceptedAnswer":120},"What difficulties were identified regarding students’ use of PBL?",{"text":121,"@type":113},"Institutions value PBL and try to include it, but they face challenges in providing significant experiences that help students feel confident using PBL during supervised teaching practice internships.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598382,1792171197,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Doi: 10.26529/cepsj.1141  \nProject-Based Learning in Initial Teacher Education: The Practice of Three Higher Education Institutions in Portugal  \nTiago Tempera*1 and Luís Tinoca2  \n• Future teachers first come into contact with diversified teaching strategies, such as Project-Based Learning, in initial teacher education programmes. Such strategies contrast with the type of methods that they experienced throughout their own schooling, which are essentially teacher centred. The present research aims to understand how ProjectBased Learning is being integrated into the curriculum of primary school teachers’ initial teacher education programmes. The participants were three higher education institutions located in different regions of Portugal, all of which offer initial teacher education programmes for primary school teachers that include Project-Based Learning at some point. The data were collected through document analysis of the programmes’curricula, as well as through semi-structured interviews with the programme coordinators in each institution. The results show that the institutions value Project-Based Learning and make an effort to include it in their programmes, whether in theoretical, didactical or practical terms. However, they encounter some difficulties in promoting more significant experiences that would enable the students to feel confident to use this strategy in their Supervised Teaching Practice internships.  \nKeywords: active learning, initial teacher education, project-based learning, teaching strategies  \n1 *Corresponding Author. PhD student of Teacher Education in Instituto de Educação, University of Lisbon, Potrugal; [tiagot@eselx.ipl.pt](tiagot@eselx.ipl.pt).  \n2 Institute of Education, University of Lisbon; Portugal.  \n58 project-based learning in initial teacher education: the practice of three ...  \nProjektno učenje v začetnem izobraževanju učiteljev: praksa treh visokošolskih zavodov na Portugalskem  \nTiago Tempera in Luís Tinoca  \n• Bodoči učitelji prvič pridejo v stik z raznolikimi strategijami pouče-vanja, kot je na primer projektno učenje, v programih začetnega izobraževanja učiteljev. Takšne strategije so v nasprotju z vrsto metod, kiso jih izkusili med svojim šolanjem, ki so bile pretežno osredinjene naučitelja. Ta raziskava skuša razumeti, kako je projektno učenje vključeno v učni načrt programa začetnega izobraževanja osnovnošolskihučiteljev. Udeležence predstavljajo trije visokošolski zavodi iz različnih portugalskih regij, pri čemer vsi ponujajo programe začetnega izobraževanja osnovnošolskih učiteljev, ki na neki točki vključujejo projektnoučenje. Podatki so bili zbrani z analizo dokumentov učnih načrtov, prav tako s polstrukturiranimi intervjuji s koordinatorji programov na vsaki izmed omenjenih ustanov. Rezultati kažejo, da zavodi cenijo projektnoučenje in se ga trudijo vključiti v svoje programe, pa naj bo to v teoretičnem, didaktičnem ali v praktičnem smislu. Srečujejo pa se z nekaterimi težavami pri spodbujanju pomenljivih izkušenj, ki bi pri študentih stimulirale samozavestno rabo te strategije pri njihovem nadzorovanempedagoškem usposabljanju.  \nKljučne besede: aktivno učenje, začetno izobraževanje učiteljev, projektno učenje, učne strategije  \nIntroduction  \nThroughout their lives, teachers face a continuous process of personal and professional growth that is not restricted to learning knowledge and skills (Menezes & Ponte, 2006) . As part of their strong criticism of traditionalist school practices, Ball and Cohen (1999) claim that teacher education programmes should prepare future teachers for challenging and reflective work with a practice-based curriculum. They also argue that teachers should learn from their teaching practices, particularly concerning how to evaluate the different situations they face and how to use their didactical knowledge to improve their educational practices. Regarding research, Kostiainen et al. (2018) state that there have been few studies focusing on new e","cbCaicVODD3u85z9","https://ap.wps.com/l/cbCaicVODD3u85z9","pdf",169622,21,"English","# Introduction\n## Traditionalist approaches and teacher-centered methods\n## Policy and research perspectives on teacher education\n## Need for active, reflective, practice-based curricula\n## Challenges in connecting theory with real-life practice","[{\"question\":\"What does the research study about Project-Based Learning in teacher education?\",\"answer\":\"It examines how Project-Based Learning is integrated into primary teachers’ initial teacher education curricula in three higher education institutions in Portugal.\"},{\"question\":\"How were data collected for the study?\",\"answer\":\"Data were collected through document analysis of the programmes’ curricula and semi-structured interviews with programme coordinators at each institution.\"},{\"question\":\"What difficulties were identified regarding students’ use of PBL?\",\"answer\":\"Institutions value PBL and try to include it, but they face challenges in providing significant experiences that help students feel confident using PBL during supervised teaching practice internships.\"}]","Project-Based Learning in Initial Teacher Education - The Practice of Three Higher Education Institutions in Portugal | PDF",1792086828,53]