A Project Proposal Preparation Experience: Perceptions of Preservice Primary School Teachers

Abstract

This study aims to have an in-depth understanding of the perceptions of preservice primary school teachers who have experienced preparing a project proposal about these experiences. The sample of the research, which was conducted by the descriptive phenomenology design, one of the qualitative research methods, consists of four preservice primary school teachers selected according to the criterion sampling method. The researchers used a semi-structured interview form as the data collection tool. During the data collection process, focus group interviews and semistructured individual interviews were conducted. The data obtained at the end of the interviews was transcribed and subjected to content analysis. As a result of the study, it was concluded that although there were various difficulties in the process of preparing a project proposal, this experience improved the higher-order thinking, scientific research and digital media competencies of the preservice primary school teachers. In addition, the experience of preparing a project proposal supported the personal development of the preservice primary school teachers and contributed to their self-knowledge. It is among the suggestions of the research to conduct workshops in which preservice teachers and lecturers will cooperate to prepare undergraduate projects.