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This paper presents the results from a recently performed research on the effectiveness of different project-based strategies and practices for learning and teaching implemented in both formal and non-formal educational environment. The research methodology integrates methods and tools for parallel study of both social and educational areas of the project-based teaching-learning interaction: surveys, comparative questionnaire, focus groups, case study and experimental teacher training. The collected data show that school projects are a welcoming and enjoyable experience for both students and teachers. They appreciate significant advantages of the approach, as compared to traditional methods and strategies. At the same time, they identify specific risks and challenges that can negatively affect their achievements, communication, satisfaction, or academic and social effectiveness. Probably, the most significant conclusion from the research is that the skills and competences for project-based teaching and learning can be effectively developed by both formal teacher training programs and project-based practices (internships). On the basis of the performed experimental teacher training program (its results have been already implemented in the bachelor program for Pedagogy students at Sofia University), improvements were made to several project-based strategies and techniques. Specific conclusions and recommendations have been formulated regarding the possibilities to improve teacher competences and excellence through participation in school / learning projects’ development and management

Improving Initial Teacher Education by Using the Project-based Approach