Kotitalousopettajaopiskelijoiden ammatillinen tieto projektioppimisessa

Our case study examines home economics teacher students’ development of professional knowledge and the development of their research-based knowledge during one course in the spring of 2023. The goal was to enhance pedagogical practices by using project-based learning (PBL). The data were recorded from group reflections from 17 students at four stages of the teaching development process. The qualitative content analysis revealed that the course, which integrates theory and practice, scaffolds student teachers’ professional knowledge when they are guided in learning key pedagogical features of project-based learning. However, the results also suggest that students need further support to increase their reliance on research-based knowledge when reflecting on practical situations in classrooms.