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Project-Based Learning (PBL) in Initial Teacher Training at Escuela Normal Superior de Salamina, in Caldas, Colombia
This research proposal seeks to analyze a project-based learning (PBL) experience for initial teacher training at Escuela Normal Su perior de Salamina, in Caldas, Colombia. In this sense, a general understanding is built from the voices of the subjects who live the experience. Thus, the chosen methodology is qualitative, based on the proposal of the grounded theory of Strauss and Glasser (2016), which will allow us not only to reconstruct the experience but also to recognize the sense and meaning that the subjects give to it. The specific objectives are related to the fundamental stages of the knowledge construction process proposed by the aforemen tioned authors. The first specific objective seeks to identify, in an emergent manner, the categories that give meaning to the PBL experience; the second objective seeks to recognize the relations hips between these categories; and the third, to establish the theo retical synthesis of this experience. To accomplish this, field diary records and focus groups will be the privileged instruments. This proposal differs from other works found that, based on quantitati ve approaches, seek to evaluate deductively the theories related to PBL such as cooperative work, students’ attitude, development of competencies, among other aspects.
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