Developing Pre-service Teachers' Mathematics Teaching Skills and Attitude through Project-Based Learning and Reflective Learning

Background/purpose. This study aimed to enhance the teaching skills and professional attitudes toward teaching pre-service teachers through the integration of Project-Based Learning (PjBL) by teaching one-on-one and reflective learning. Materials/methods. The participants were 29 second-year mathematics pre-service teachers enrolled in the Practicum 2 course. The research methodology was an Experimental-Intervention Design mixed method. The quantitative data were the pre- and post-tests of a self-assessment of instructional skills and an attitude toward the teaching profession, and the qualitative data were check tasks, interviews, and self-reflection. Results. Results revealed statistically significant improvements in teaching skills and attitude domains (p < .05), and qualitative findings showed increased confidence, adaptability, and professional motivation. Conclusion. This study contributes to teacher education by demonstrating that combining PjBL with Reflective Learning effectively supports individualized instruction development.