Online ISSN: 2822-4841
Founding Year: 2022
Publication Frequency: Biannual
Country: Türkiye
Publisher: Erhan Yaylak

The transformative impact of the project-based learning approach on students’ self-perceptions in a teacher training program

Martin Kuruc, Peter Ostradický, Barbora Jaslovská, Adriana Poliaková, Dušan D. Brezány
DOI
https://doi.org/10.29329/pedper.2024.41
Abstract
In education, fostering collaboration skills and cultivating a growth mindset are paramount for student success. This study aims to investigate the impact of the Curious Learning course on students' self-perception of collaboration skills and growth mindset within the Teacher Training program. Employing a Dual-Method Analysis approach, qualitative insights were gleaned from students' portfolios and lesson record microanalysis, while quantitative data were collected through a questionnaire measuring participants' attitudes toward collaboration and growth mindset. After completing the Curious Learning course, further analysis of the questionnaire and portfolio entries revealed that many students reflected more realistic perceptions of their collaboration skills and learning management abilities. These findings suggest that the course effectively enhances students' self-perception of collaboration skills and fosters a growth mindset within the learning process.
Keywords
Self-perception, Project-Based Learning, Skills to cooperate and a growth mindset, Curious learning
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How to Cite
The transformative impact of the project-based learning approach on students’ self-perceptions in a teacher training program. (2024). Pedagogical Perspective, 87-100. https://doi.org/10.29329/pedper.2024.41
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