Enhancing EFL Preservice Teacher Education Through Project-Based Learning: An Action-Research Approach
Journal
Profile: Issues in Teachers' Professional Development
ISSN
2256-5760
Date Issued
2026-01-20
Author(s)
DOI
https://doi.org/10.15446/profile.v28n1.117391
Abstract
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.
Carrera
Facultad