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

Abstract

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 ECPP-FIM 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. © 2025 Universidad Autonoma de Madrid. All rights reserved.

Keywords

Author Keywords

Perception Professional competence Academic development Training Project-based learning

Index Keywords

Author Affiliations

Universitat de Vic - Universitat Central de Catalunya (UVic-UCC), Vic, Barcelona, Spain

Universitat Autònoma de Barcelona, Cerdanyola del Valles, Barcelona, Spain

Funding & Acknowledgements

Agència de Gestió d'Ajuts Universitaris i de Recerca, AGAUR

Grant: 2017ARMIF0013

This work was made possible through funding provided by the Ag\u00E8ncia de Gesti\u00F3 d\u2019Ajuts Universitaris i de Recerca for the project (AGAUR) \u201CAutoavaluaci\u00F3 de compet\u00E8ncies dels estudiants i desenvolupament professional dels mestres. Millora de la pr\u00E0ctica i innovaci\u00F3 docent treballant per projectes d'aprenentatge psicomotors co-tutorats universitat-escola\u201D (grant number 2017ARMIF0013). The project was led by Prof. Dr. Lurdes Mart\u00EDnez-M\u00EDnguez.

References 10 References

1 Anderson, Kirk David, Practicum teachers' perceptions of success in relation to self-efficacy (perceived competence), Alberta Journal of Educational Research, 55, 2, pp. 157-170, (2009)

2 Álvarez-Arregui, Emilio, The future of the University and the University of the Future. Ecosystems of continuous training for a learning and teaching society sustainable and responsible, Aula Abierta, 48, 4, pp. 447-479, (2019)

3 Pedagogia Social Revista Interuniversitaria, (2009)

4 Berg, David A.G., The effect of school-based experience on preservice teachers’ self-efficacy beliefs, Issues in Educational Research, 28, 3, pp. 530-544, (2018)

5 Revista De Curriculum Y Formacion Del Profesorado, (2010)

6 Cárdenas-Rodríguez, Rocío, An interdisciplinary or a multidisciplinary approach at the university level. Challenges for teaching coordination, Bordon, 67, 3, pp. 167-183, (2015)

7 Revista Interuniversitaria De Formacion Del Profesorado, (2017)

8 Duffin, Lisa C., The Teachers' Sense of Efficacy Scale: Confirming the factor structure with beginning pre-service teachers, Teaching and Teacher Education, 28, 6, pp. 827-834, (2012)

9 Teaching Profession in Europe Practices Perceptions and Policies, (2015)

10 Revista Electronica Interuniversitaria De Formacion Del Profesorado, (2010)

How to Cite