El Aprendizaje Basado en Proyectos: un constante desafío

Abstract

Project-based learning has earned recognition to become one of the methodologies more used in the present educational systems who have stepped into this way to understand education and teaching which involves the construction of knowledge through an interaction with the reality. The aim of this work is to discover the challenges that primary teachers experiment when they choose schoolwork through projects (PjBL). If we analyze and understand this reality, we could establish reflection lines to help teachers improve their knowhow. The methodological approach is qualitative and the method used has been a case study where the population research object has been teachers of primary stage of Zuhaizti Public School from Donostia-San Sebastián. In this work have been used semi-structured interviews and focus groups discussions. The outstanding results are: internal challenges that this methodology generates to the teachers like insecurity, fear, bewilderment..., and external, both didactic like resources, evaluation, inclusive approach..., as communicative-relational underlining the coordination of teacher’s teams, and the relationship with families and environment. Finally, we conclude with lines of reflection that help redirect and improve teaching practice: personal attitude, institutional coordination, participation of families and the opening of the school.

DOI: http://dx.doi.org/10.15304/ie.25.2304