Impact of Project-Based Learning and Service Learning in Teacher Training: A Focus on Creative and Collaborative Competencies

Abstract

The article presents a qualitative study in which it is analyzed how project -based learning and service learning influence the training of teachers in early childhood education. It evaluates how these active methodologies contribute to the development of professional, personal and social competences in future educators. The results show that students not only acquire technical and pedagogical skills, but also developed key competences such as communication, problem solving and collaboration, although challenges were noted regarding the need for a more defined structure and better conflict management. These results reveal how the use of project -based methodologies and service learning are effective in the training of teachers prepared for the challenges facing early childhood education at this stage of social development.