Project oriented learning and self-assessment of professional competencies in initial teacher education

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6 Citations (Scopus)

Abstract

© Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF). In the current context of competences-based learning and assessment in Pre-service Teacher Education, this study assesses a Project of Oriented Learning which is used as an example of good practice to achieve professional competencies and analyze the level of usefulness of a self-assessment scale. One-hundred forty students from the subject «Psychomotor Education» at Autonomous University of Barcelona and their professor participated in the study. The tools used to gather quantitative and qualitative data were: a questionnaire, a self-perception scale of the students' competencies and two professors' teaching reports. The results show that all the students improved their level of self-perception of the professional competencies achieved during the project. In order of importance, these competences are: organization, assessment, teamwork, learning environment and dissemination. The conclusion of the study is that these types of projects, when implemented in real contexts with mixed teams composed of university professors and school teachers, are efficient not only to achieve professional competencies through reflection but also to be aware of the different changes that occur during the education process.
Original languageEnglish
Pages (from-to)242-250
JournalRetos
Issue number29
Publication statusPublished - 1 Jan 2016

Keywords

  • Formative assessment
  • Pre-service Teacher Education
  • Professional competences
  • Project oriented learning
  • Psychomotor Education
  • Self-assessment

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