Project-based teaching and learning as a didactic-pedagogical proposal in teacher training

Abstract

The didactic-pedagogical proposal of Project-based learning (PBL) has gained a new centrality in the needs and demands of 21st century education. But despite being included as a priority in curricular designs and in the national program "Transforming high school", there are few experiences at higher education in Argentina. The present article aims to problematize this disarticulation anchored in initial teacher training through the PBL experience developed at a teacher training institute of Argentina. Considering the disarticulations between higher education and the didactic-pedagogical performance required of teachers at the secondary level, we find a vacancy that demands investigation. There is a need to generate experiences in teacher training that establish the foundations and/or expand the borders of the PBL. Said proposal includes virtuality and technological alternatives in a more direct relationship with emerging realities and scaffolding for the students, future professionals, and subjects of social transformation.