Napiszę Ci bajkę… – budowanie doświadczeń edukacyjnych studentów pedagogiki metodą projektów

Project-based learning (PBL) witnesses ever more interest on the part of teachers at all levels of education. Unfortunately, the growing popularity of this method is only occasionally accompanied by in-depth and critical refl ection. Available literature devoted to this topic generally lacks critical publications that would inspire deliberation over of the conditions necessary to apply project-based learning into the educational process. The number of texts in which the authors move beyond the level of description concerning the implemented project and revise their educational practices is even smaller. In this paper I critically review my own educational activities in which project-based learning was a dominating method. When analyzing transcripts of students’ discussions during the evaluation stage of the project, I uncover stores of knowledge of teachers-to-be (communicative and conjunctive patterns) that govern their activities in order to eventually answer the questions as to the conditions in which project-based learning might be applied in the educational process of prospective teachers.