Teaching in Natural Contexts. Project-based Learning and Perception of Professional Competence of Pre-service Teachers in Spanish Universities

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Abstract
This study investigates the impact of project-based learning (PBL) on the perception of professional competence in Early Childhood Education (ECE) among pre-service teachers in Spain. A total of 586 students from four Spanish universities participated in a pre-post test design using the ECPP-FIM scale to measure the impact of the PBL approach on the perception of professional psychomotor intervention skills of ECE. The PBL approach involved close collaboration with preschools, providing students with hands-on experience designing and implementing movement-based activities in natural contexts. Descriptive and inferential statistics, including ANOVA, were used to analyse the data. Results indicate substantial improvements in the perception of professional competence across all five areas of the ECPP-FIM scale. Moreover, students from vocational education backgrounds showed consistently higher pre-and post-test scores than those from other academic pathways. Findings support the effectiveness of PBL in bridging the theory-practice divide and emphasize the importance of integrating real-world experiences in teacher training. To conclude, this study highlights the key characteristics that an ordinary university subject should incorporate to enhance the perception of professional competence.

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