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Enhancing EFL Preservice Teacher Education Through Project-Based Learning: An Action-Research Approach
El aprendizaje basado en proyectos para la formación de futuros docentes de inglés: un enfoque desde la investigación-acción
DOI:
https://doi.org/10.15446/profile.v28n1.117391Keywords:
21st-century skills, Action research, English as a foreign language, Preservice teachers, Project-based learning (en)Aprendizaje basado en proyectos, Habilidades del siglo XXI, Inglés como lengua extranjera, Investigación-acción, Profesores en formación (es)
This action-research study examines the impact of a project-based learning intervention on a group of English-as-a-foreign-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.
Este estudio de investigación-acción examinó el impacto de una intervención de aprendizaje basado en proyectos en un grupo de estudiantes de pedagogía en inglés como lengua extranjera de una universidad chilena. Se analizó el desarrollo percibido de los participantes en dos áreas clave: el conocimiento pedagógico y las habilidades de aprendizaje e innovación. Los datos se recopilaron mediante cuestionarios de pre- y postaplicación, así como entrevistas semiestructuradas. Los hallazgos indican mejoras significativas en el conocimiento pedagógico y en su percepción, así como en el fortalecimiento de habilidades de aprendizaje e innovación. El pensamiento crítico se destacó como la mejora más relevante. Se destacan los beneficios del aprendizaje basado en proyectos como enfoque pedagógico en la formación docente.
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Copyright (c) 2026 Jessica Vega-Abarzúa, Eduardo Gutiérrez-Turner, Valentina Recabarren Maturana, and Daniela Roco Soto
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