Enhancing EFL Preservice Teacher Education through Project-Based Learning: An Action-Research Approach
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| Title: | Enhancing EFL Preservice Teacher Education through Project-Based Learning: An Action-Research Approach |
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| Language: | English |
| Authors: | Jessica Vega-Abarzúa (ORCID |
| Source: | PROFILE: Issues in Teachers' Professional Development. 2026 28(1):17-36. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: https://revistas.unal.edu.co/index.php/profile/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Projects, Active Learning, English (Second Language), Second Language Learning, Preservice Teachers, Preservice Teacher Education, Program Effectiveness, Knowledge Level, Student Attitudes, Foreign Countries, Language Teachers |
| Geographic Terms: | Chile |
| ISSN: | 1657-0790 2256-5760 |
| Abstract: | This action-research study examines the impact of a project-based learning intervention on a group of English-as-aforeign-language preservice teachers at a Chilean private university. The study aimed to explore the participants' perceived development in two key areas: teaching knowledge and learning and innovation skills. Data were collected through pre- and post-questionnaires and semi-structured interviews. Findings indicate notable improvements in both teaching knowledge and participants' perceptions of it, as well as a strengthening of learning and innovation skills, with critical thinking emerging as the most salient enhancement. These results provide valuable insights for English language teaching programs and future research, highlighting the benefits of project-based learning as a pedagogical approach in teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501431 |
| Database: | ERIC |
| Abstract: | This action-research study examines the impact of a project-based learning intervention on a group of English-as-aforeign-language preservice teachers at a Chilean private university. The study aimed to explore the participants' perceived development in two key areas: teaching knowledge and learning and innovation skills. Data were collected through pre- and post-questionnaires and semi-structured interviews. Findings indicate notable improvements in both teaching knowledge and participants' perceptions of it, as well as a strengthening of learning and innovation skills, with critical thinking emerging as the most salient enhancement. These results provide valuable insights for English language teaching programs and future research, highlighting the benefits of project-based learning as a pedagogical approach in teacher education. |
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| ISSN: | 1657-0790 2256-5760 |
