Volume 16 (2025) Download Cover Page

Developing Pre-service Teachers' Mathematics Teaching Skills and Attitude through Project-Based Learning and Reflective Learning

Article Number: e2025216  |  Available Online: May 2025  |  DOI: 10.22521/edupij.2025.16.216

Apantee Poonputta , Wanicha Sakorn

Abstract

Background/purpose.  This study aimed to enhance the teaching skills and professional attitudes toward teaching pre-service teachers through the integration of Project-Based Learning (PjBL) by teaching one-on-one and reflective learning.

Materials/methods. The participants were 29 second-year mathematics pre-service teachers enrolled in the Practicum 2 course. The research methodology was an Experimental-Intervention Design mixed method. The quantitative data were the pre- and post-tests of a self-assessment of instructional skills and an attitude toward the teaching profession, and the qualitative data were check tasks, interviews, and self-reflection.

Results. Results revealed statistically significant improvements in teaching skills and attitude domains (p < .05), and qualitative findings showed increased confidence, adaptability, and professional motivation.

Conclusion. This study contributes to teacher education by demonstrating that combining PjBL with Reflective Learning effectively supports individualized instruction development.

Keywords: PjBL, Reflective Learning, Professional attitudes

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