Integrating Project-based Learning into Education Practicum: A Framework for Enhancing Normal University Students Competencies

Abstract

Education practicum constitutes a critical component in the professional development of normal university students. It not only facilitates the application of theoretical knowledge acquired in classrooms to authentic teaching practices but also plays a vital role in cultivating students' pedagogical competencies and professional literacy. Project-Based Learning (PjBL), as an inquiry-driven pedagogical approach, emphasizes collaborative problem-solving of real-world challenges through practical task engagement, demonstrating strong practical relevance and interdisciplinary characteristics. These intrinsic attributes of PjBL exhibit high alignment with the core objectives of education practicum. Through systematic analysis of current implementation status and existing challenges in normal university students' education practicum, this study proposes the integration of PjBL methodology as a solution. The research elaborates on the conceptualization, design principles, and structural implementation of PjBL-enhanced education practicum, encompassing four progressive phases: project preparation, practicum simulation, practicum implementation, and post-practicum analysis. Furthermore, guided by SMART-criteria (Specific, Measurable, Achievable, Relevant, Time-bound), the study introduces optimized strategies for driving question design to enhance task orientation and practical focus in education practicum. By adopting authentic problem-driven approaches, the PjBL model not only restructures and enriches practicum content but also significantly improves normal university students' professional qualities and teaching capabilities, fostering the generation of practical wisdom in authentic instructional contexts. The research findings provide substantial practical value for normal universities seeking to optimize the education practicum programs.