The PBL approach in the initial teacher education at the Universidad de Atacama: the impact on the teaching practice

Abstract

The present research is based on the need to evaluate the impact of the Problem-Based-Learning (PBL) on the initial teacher education at the Facultad de Humanidades y Educación at the Universidad de Atacama. To achieve this objective, the first two cohorts of students that graduated after the implementation of the new curricula including this approach were chosen (2000-2001). The purpose is to look for evidences that show the competences developed during the education process and that could be related to the aims of working with PBL as well as to its influence in the professional performance. The results of this research link the PBL approach directly to the development of the competencies necessary for the proper insertion in teamwork.