CONFERENCEhttps://doi.org/10.22364/htqe.2025.34 | 482-493 | PDF
Project Method Application in Early Childhood Teacher Training
Aurėja Šarkauskaitė¹, Sigita Saulėnienė¹
¹Kaunas University Higher Education Institution, Faculty of Arts and Education, Department of Pedagogy
Abstract
This research examines the project-based learning method in early childhood teacher education, addressing its alignment with modern pedagogical approaches. The study investigates how this practice-oriented method enhances future teachers’ professional competencies through active learning experiences and active involvement in real-life problem-solving. Using a mixed methodology combining literature analysis and empirical surveys, the research evaluates current application practices and identifies improvement opportunities that may strengthen future implementation. Results demonstrate the method’s effectiveness in developing creativity, problem-solving skills, and reflective practice while bridging theoretical knowledge with practical challenges encountered in professional life. Findings reveal significant benefits including improved student engagement, teamwork abilities, communication skills, and professional autonomy. However, implementation challenges emerge regarding assessment clarity, organizational structure, and workload management. The study highlights the need for clearer guidelines, interdisciplinary integration, and optimized evaluation criteria. These improvements would maximize the method’s potential in developing comprehensive pedagogical competencies. Furthermore, the findings underline the importance of aligning project-based learning with broader institutional strategies to ensure its sustainability and long-term impact. The research confirms the project method’s value in addressing contemporary educational demands, particularly in cultivating adaptable, reflective practitioners who are capable of navigating diverse professional contexts. Practical recommendations emphasize the importance of lecturer training, supportive institutional frameworks, and continuous evaluation for successful implementation and long-term effectiveness.
Keywords: Deep learning, Early childhood education, Experiential learning, Pedagogical competencies, Project-based learning, Project method, Teacher training
In: Human, Technologies and Quality of Education, 2025. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2025. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2025. 698 p.
ISBN 978-9934-36-461-7
https://doi.org/10.22364/htqe.2025