Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities

This study investigates the impact of project-based learning (PBL) on the perception of professional competence in Early Childhood Education (ECE) among pre-service teachers in Spain. A total of 586 students from four Spanish universities participated in a pre-post test design using the ECPP-FIM sca...

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Autores: Pla-Campas, Gil|||0000-0003-4717-6401, Martínez Mínguez, Maria Lourdes|||0000-0003-1775-6288, Nieva, Carolina|||0000-0002-8593-1183, Arnau-Sabatés, Laura|||0000-0003-3359-4071
Formato: artículo
Fecha de publicación:2025
País:España
Recursos:Universitat Autònoma de Barcelona
Repositorio:Dipòsit Digital de Documents de la UAB
Idioma:inglés
OAI Identifier:oai:ddd.uab.cat:310591
Acesso em linha:https://ddd.uab.cat/record/310591
https://dx.doi.org/urn:doi:10.15366/reice2025.23.2.004
Access Level:acceso abierto
Palavra-chave:Professional competence
Training
Project-based learning
Perception
Academic development
Competencia profesional
Formación
Aprendizaje basado en
Proyectos
Percepción
Desarrollo académico
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oai_identifier_str oai:ddd.uab.cat:310591
network_acronym_str ES
network_name_str España
repository_id_str
dc.title.none.fl_str_mv Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
La Docencia en Contextos Naturales. Aprendizaje basado en proyectos y percepción de la competencia profesional de los futuros docentes universitarios españoles
title Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
spellingShingle Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
Pla-Campas, Gil|||0000-0003-4717-6401
Professional competence
Training
Project-based learning
Perception
Academic development
Competencia profesional
Formación
Aprendizaje basado en
Proyectos
Percepción
Desarrollo académico
title_short Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
title_full Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
title_fullStr Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
title_full_unstemmed Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
title_sort Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universities
dc.creator.none.fl_str_mv Pla-Campas, Gil|||0000-0003-4717-6401
Martínez Mínguez, Maria Lourdes|||0000-0003-1775-6288
Nieva, Carolina|||0000-0002-8593-1183
Arnau-Sabatés, Laura|||0000-0003-3359-4071
author Pla-Campas, Gil|||0000-0003-4717-6401
author_facet Pla-Campas, Gil|||0000-0003-4717-6401
Martínez Mínguez, Maria Lourdes|||0000-0003-1775-6288
Nieva, Carolina|||0000-0002-8593-1183
Arnau-Sabatés, Laura|||0000-0003-3359-4071
author_role author
author2 Martínez Mínguez, Maria Lourdes|||0000-0003-1775-6288
Nieva, Carolina|||0000-0002-8593-1183
Arnau-Sabatés, Laura|||0000-0003-3359-4071
author2_role author
author
author
dc.subject.none.fl_str_mv Professional competence
Training
Project-based learning
Perception
Academic development
Competencia profesional
Formación
Aprendizaje basado en
Proyectos
Percepción
Desarrollo académico
topic Professional competence
Training
Project-based learning
Perception
Academic development
Competencia profesional
Formación
Aprendizaje basado en
Proyectos
Percepción
Desarrollo académico
description This study investigates the impact of project-based learning (PBL) on the perception of professional competence in Early Childhood Education (ECE) among pre-service teachers in Spain. A total of 586 students from four Spanish universities participated in a pre-post test design using the ECPP-FIM scale to measure the impact of the PBL approach on the perception of professional psychomotor intervention skills of ECE. The PBL approach involved close collaboration with preschools, providing students with hands-on experience designing and implementing movement-based activities in natural contexts. Descriptive and inferential statistics, including ANOVA, were used to analyse the data. Results indicate substantial improvements in the perception of professional competence across all five areas of the ECPPFIM scale. Moreover, students from vocational education backgrounds showed consistently higher pre-and post-test scores than those from other academic pathways. Findings support the effectiveness of PBL in bridging the theory-practice divide and emphasize the importance of integrating real-world experiences in teacher training. To conclude, this study highlights the key characteristics that an ordinary university subject should incorporate to enhance the perception of professional competence
publishDate 2025
dc.date.none.fl_str_mv 2
2025-01-01
2025
2025-01-01
dc.type.none.fl_str_mv Article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://ddd.uab.cat/record/310591
https://dx.doi.org/urn:doi:10.15366/reice2025.23.2.004
url https://ddd.uab.cat/record/310591
https://dx.doi.org/urn:doi:10.15366/reice2025.23.2.004
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv Agència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/ARMIF-0013
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.source.none.fl_str_mv reponame:Dipòsit Digital de Documents de la UAB
instname:Universitat Autònoma de Barcelona
instname_str Universitat Autònoma de Barcelona
reponame_str Dipòsit Digital de Documents de la UAB
collection Dipòsit Digital de Documents de la UAB
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Teaching in natural contexts. Project-based learning and perception of professional competence of pre-service teachers in spanish universitiesLa Docencia en Contextos Naturales. Aprendizaje basado en proyectos y percepción de la competencia profesional de los futuros docentes universitarios españolesPla-Campas, Gil|||0000-0003-4717-6401Martínez Mínguez, Maria Lourdes|||0000-0003-1775-6288Nieva, Carolina|||0000-0002-8593-1183Arnau-Sabatés, Laura|||0000-0003-3359-4071Professional competenceTrainingProject-based learningPerceptionAcademic developmentCompetencia profesionalFormaciónAprendizaje basado enProyectosPercepciónDesarrollo académicoThis study investigates the impact of project-based learning (PBL) on the perception of professional competence in Early Childhood Education (ECE) among pre-service teachers in Spain. A total of 586 students from four Spanish universities participated in a pre-post test design using the ECPP-FIM scale to measure the impact of the PBL approach on the perception of professional psychomotor intervention skills of ECE. The PBL approach involved close collaboration with preschools, providing students with hands-on experience designing and implementing movement-based activities in natural contexts. Descriptive and inferential statistics, including ANOVA, were used to analyse the data. Results indicate substantial improvements in the perception of professional competence across all five areas of the ECPPFIM scale. Moreover, students from vocational education backgrounds showed consistently higher pre-and post-test scores than those from other academic pathways. Findings support the effectiveness of PBL in bridging the theory-practice divide and emphasize the importance of integrating real-world experiences in teacher training. To conclude, this study highlights the key characteristics that an ordinary university subject should incorporate to enhance the perception of professional competenceEste estudio investiga el impacto del aprendizaje basado en proyectos (ABP) en la percepción de la competencia profesional en Educación Infantil (ECE) entre los futuros profesores en España. Un total de 586 estudiantes de cuatro universidades españolas participaron en un diseño de prueba pre-post utilizando la escala ECPP-FIM para medir el impacto del enfoque ABP en la percepción de las habilidades profesionales de intervención psicomotora en ECE. El enfoque ABP implicó una estrecha colaboración con niños en edad preescolar, proporcionando a los estudiantes una experiencia práctica en el diseño e implementación de actividades basadas en el movimiento en contextos naturales. Se utilizaron estadísticas descriptivas e inferenciales, incluido ANOVA, para analizar los datos. Los resultados indican mejoras sustanciales en la percepción de la competencia profesional en las cinco áreas de la escala ECPP-FIM. Además, los estudiantes procedentes de entornos de formación profesional mostraron puntuaciones pre y post-test consistentemente más altas que los de otras trayectorias académicas. Los resultados respaldan la eficacia del aprendizaje basado en problemas para superar la brecha entre teoría y práctica y destacan la importancia de integrar experiencias del mundo real en la formación docente. Para concluir, este estudio destaca las características clave que una asignatura universitaria ordinaria debería incorporar para mejorar la percepción de competencia profesional. 22025-01-0120252025-01-01Articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://ddd.uab.cat/record/310591https://dx.doi.org/urn:doi:10.15366/reice2025.23.2.004reponame:Dipòsit Digital de Documents de la UABinstname:Universitat Autònoma de BarcelonaInglésengAgència de Gestió d'Ajuts Universitaris i de Recerca https://doi.org/10.13039/501100003030 2017/ARMIF-0013open accesshttp://purl.org/coar/access_right/c_abf2Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, i la comunicació pública de l'obra, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:ddd.uab.cat:3105912026-06-06T12:50:31Z
score 15,812429

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