Abstract

CYRULIES, Ernesto  and  SCHAMNE, Mariana. Project-Based Learning: A Binding Teacher Training. Pág. Educ. [online]. 2021, vol.14, n.1, pp.1-25.  Epub June 01, 2021. ISSN 1688-7468.  https://doi.org/10.22235/pe.v14i1.2293.

This paper describes an experience that includes the design, procedures and results of a teacher training course on project-based learning (PBL), offered by an official training center in the province of Buenos Aires, Argentina. The course was aimed at teachers from different levels and areas of performance, who formed heterogeneous learning groups to promote work with curricular transversality. This article develops an example of a model project used in the course and analyzes the teachers' productions elaborated to accredit the course and the results of the application of a survey. The purpose of recording the experience was to document information of interest, particularly for future training and educational research. The results show a great acceptance of PBL, but difficulties are identified in its implementation, particularly due to the institutional working conditions.

Keywords : teacher training; project-based learning; curricular transversality; cooperative learning.

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