Student teachers’ perceptions of project-based learning at the University of Namibia

Abstract

This study explored the Project-Based Learning (PBL) perceptions of student teachers at
the University of Namibia, Hifikepunye Pohamba Campus. PBL is a dynamic approach to
learning that teaches a set of skills needed for the twenty-first century. At the University
of Namibia (UNAM), all third-year students are expected to do a PBL module which is a
pre-requisite for the completion of the honors degree program. In this module, students
take responsibility for their learning through inquiry, as well as work collaboratively in
solving problems. This study adopted a qualitative approach using case study design to
explore student teachers' perceptions of PBL. Sixteen student teachers participated in
this study. Focused group discussions were used to collect data. The findings revealed
that student teachers describe PBL as collaborative learning in which they are engaged
in identifying problems experienced in schools and suggest solutions. The findings further
revealed that most of the students were well informed about PBL although there were a
few that were not well prepared. Challenges such as time, lack of collaboration, and doing
reflections were experienced by student teachers. The study suggests that PBL should
be taught in the classroom just like any other module.

Keywords: Collaborative learning, Educational Research, Perceptions, Project-Based
Learning, Reflections