The Reflected Double Tetrahedron Model: Project-based learning in teacher training

Education’s constant evolution (digitalisation, social norms, student interests) necessitates adjustments in teachers and teacher training. To bridge the gap between school reality and teacher education, and to enhance readiness for these changes, we propose the Reflected Double Tetrahedron Model to depict the parallels between educational levels. The course described serves as a test case to evaluate the model’s applicability. Its design focuses on pre-service teachers experiencing school reality and fostering their confidence in innovative teaching methods. We assess the model via pre-service teachers' feedback, their evolving beliefs and our observations. Initial results suggest the model offers a valuable framework to connect school practice and teacher education.