The importance of Project Oriented Learning in continuing training of Physical Education Teachers

Abstract

A study carried out in a subject of Early Childhood Education Degree, where a Project Oriented Learning (POL) is taught and co-taught by university faculty and a Physical Education (PE) teacher in Early Childhood is presented. The goals are: a) to analyse the PE teacher's perception of the professional and personal development that their collaboration in the POLs entails, b) to identify which factors are noteworthy in the POL for the improvement of the continuing training of the PE professional in Early Childhood Education. The study is framed within the interpretative paradigm and the sample consisted of 11 PE teachers in Early Childhood who participate in the POL. Two instruments were used: a reflective report and a semi-structured interview. The results show that teachers perceive an improvement in their professional training as they enrich their theoretical and practical knowledge of the area of PE and increase their observation and reflection of their own practice. On a personal level, this collaboration contributes to the improvement of their enthusiasm, serenity, confidence, interpersonal communication, and motivation, acquiring a greater personal demand in their professional practice. Regarding the relevant factors of the POL for their professional development, the importance of theory and practice and the use of formative and shared evaluation processes for the acquisition of significant learning stand out. As conclusions, this study reports the importance of creating university subjects that favour links between university and school for the improvement of initial and continuing teacher training.