Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers

  • Tiago Tempera Institute of Education, University of Lisbon, Lisbon, Portugal.
  • Luís Tinoca Institute of Education, University of Lisbon, Lisbon, Portugal.
Palavras-chave: Beginning teachers. Initial teacher education. Practicum. Professional development. Project-based learning.


This study aims to understand how Project-based learning, addressed in initial teacher education programs, is reflected in the practices and professional development of elementary school teachers, as it is a method that contrasts with students' conceptions about teaching and promotes the development of pupils’ skills and knowledge. The study uses a multiple case study design, in which the main data collection techniques are interviews and document analysis. The results show that initial teacher education institutions are concerned with the integration of this teaching method in its programs, although its approach is insufficient for future teachers and beginning teachers to implement it with confidence. Data also reveal the need for greater monitoring by higher education institutions during teachers' induction phase, in order to support them during the constraints of this stage, encouraging the use of active teaching methods and contributing to an early stage of their professional development.

Biografia do Autor

Tiago Tempera, Institute of Education, University of Lisbon, Lisbon, Portugal.
Luís Tinoca, Institute of Education, University of Lisbon, Lisbon, Portugal.


Alarcão, I., & Tavares, J. (2018). Supervisão da prática pedagógica - Uma perspectiva de desenvolvimento e aprendizagem (2nd ed.). Almedina.
Almeida, M. M. de. (2015). Desenvolvimento profissional docente no ensino superior. In A. Loss, A. P. Caetano, & J. P. Ponte (Eds.), Formação de Professores no Brasil e em Portugal. Pesquisas, Debates e Práticas (pp. 77–104). Appris Editora.
Amado, J. (2017). Manual de investigação qualitativa em educação (3rd ed). Imprensa da Universidade de Coimbra.
Amorim, A., & Fernandes, M. J. (2018). A formação inicial, a prática pedagógica e o processo de se tornar professor. Práxis Educacional, 14(30), 85–110.
Bümen, N. T. (2009). Possible effects of professional development on Turkish teachers’ self-efficacy and classroom practice. Professional Development in Education, 35(2), 261–278.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. In Educational Research Review (Vol. 26). Elsevier Ltd.
Choi, J., Lee, J. H., & Kim, B. (2019). How does learner-centered education affect teacher self-efficacy? The case of project-based learning in Korea. Teaching and Teacher Education, 85, 45–57.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed). Routledge Falmer.
Condliffe, B., Quint, J., Visher, M. G., Bangser, M. R., Drohojowska, S., Saco, L., & Nelson, E. (2017). Project-based learning: A literature review (Unpublished Working Paper).
Cruz, G. B. da. (2017). Ensino de didática e aprendizagem da docência na formação inicial de professores. Cadernos de Pesquisa, 47(166), 1166–1195.
Diesel, D., & Matos, J. F. (2019). Espaços educativos inovadores e o olhar dos professores para a ação docente. Educação e Cultura Contemporânea, 16(43), 375–395.
Duran, E., Ballone Duran, L., & Worch, E. (2009). Papier-mache animals: An integrating theme for elementary classrooms. Science Education Review, 8(1), 19–29.
Galvão, C., & Reis, P. (2002). O conhecimento profissional dos professores: O estágio de Sofia. Revista de Educação, XI(2), 165–178.
Gorzoni, S. de P., & Davis, C. (2017). O conceito de profissionalidade docente nos estudos mais recentes. Cadernos de Pesquisa, 47(166), 1396–1413.
Kavanagh, S. S., Conrad, J., & Dagogo-Jack, S. (2020). From rote to reasoned: Examining the role of pedagogical reasoning in practice-based teacher education. Teaching and Teacher Education, 89, 102991.
Kostiainen, E., Ukskoski, T., Ruohotie-Lyhty, M., Kauppinen, M., Kainulainen, J., & Mäkinen, T. (2018). Meaningful learning in teacher education. Teaching and Teacher Education, 71, 66–77.
Marcelo, C. (2009). A identidade docente: Constantes e desafios. Revista Brasileira de Pesquisa Sobre Formação de Professores, 1(1), 109–131.
Marcelo, C., & Vaillant, D. (2017). Políticas y programas de inducción en la docencia em latinoamérica. Cadernos de Pesquisa, 47(166), 1224–1249.
Mielkov, Y., Bakhov, I., Bilyakovska, O., Kostenko, L., & Nych, T. (2021). Higher education strategies for the 21st century : philosophical foundations and the humanist approach. Revista Tempos e Espaços Em Educação, 14(33), e15524.
Mitchell, D. E., Kwok, A., & Huston, D. (2020). Induction program structures as mediating factors for coach influence on novice teacher development. Professional Development in Education, 46(5), 812–832.
OECD [Organisation for Economic Co-operation and Development]. (2017). The OECD handbook for innovative learning environments. OECD Publishing.
Oliveira-Formosinho, J. (2009). Desenvolvimento profissional dos professores. In J. Formosinho (Ed.), Formação de professores – Aprendizagem profissional e acção docente (pp. 221–284). Porto: Porto Editora.
Onyshkiv, Z., Kodliuk, Y., Lesina, T., Malyna, O., & Kichuk, N. (2021). Areas of modernization of preparation of future elementary school teachers in the countries of the European community. Revista Tempos e Espaços Em Educação, 14(33), e15615.
Pietila, M., & Virkkula, E. (2011). Integrating therapy and practice according to PBL-based project designs in secondary vocational education of engineering and music. In J. Davies, E. Graaff, & A. Kolmos (Eds.), PBL across the disciplines: research into best practice. Proceedings from the 3rd International Research Symposium on PBL (pp. 54–63). Aalborg University Press.
Príncepe, L., & André, M. (2019). Condições de trabalho na fase de indução profissional dos professores. Curriculo Sem Fronteiras, 19(1), 60–80.
Rudkevych, N., Hotsuliak, K., Marynchenko, H., Hryashchevskaya, L., & Ivanova, T. (2020). The development of teachers’ professional competence within the conditions of modernization of the educational environment. Revista Tempos e Espaços Em Educação, 13(32), e14728.
Tempera, T., & Tinoca, L. (2022). Professional development of elementary school teachers at the beginning of their careers: The role of project-based learning. Revista Tempos e Espaços Em Educação, 15(34), e16945.
Tickle, L. (2000). Teacher induction: The way ahead. Open University Press.
Vidović, V. V., & Domović, V. (2019). Development of teachers’ beliefs as a core component of their professional identity in initial teacher education: A longitudinal perspective. Center for Educational Policy Studies Journal, 9(2), 119–138.
Virtue, E. E., & Hinnant-Crawford, B. N. (2019). “We’re doing things that are meaningful”: Student perspectives of project-based learning across the disciplines. The Interdisciplinary Journal of Problem-Based Learning, 13(2).
Vonk, J. H. (1995). Conceptualizing novice teachers’ professional development: A base for supervisory interventions. Annual Meeting of the American Educational Research Association, April, San Francisco, 1–13.
Como Citar
Tempera, T., & Tinoca, L. (2022). Project-based learning in initial teacher education: contributions for the professional development of elementary school teachers. Revista Tempos E Espaços Em Educação, 15(34), e17576.