A primary goal of teacher preparation programs is to develop pre-service teachers’ ability in applying the teaching knowledge and skills they learn in real classrooms in varying community, school, and classroom contexts. Upon developing these abilities, pre-service teachers can help their students successfully acquire knowledge. The present study aims to investigate the extent to which project-based instruction can enhance the ability to develop teaching materials among pre-service Social Studies teachers currently studying at an open-admission university in Thailand. The same subjective test was administered to a sample of 30 participants before and after the study and was scored using an analytic rubric. The pre-test and post-test data were analyzed via a paired sample t-test, which revealed that participation in project-based instruction resulted in the pre-service Social Studies teachers’ improved ability to develop teaching materials, both overall and for each specific criterion, at a statistical significance level of .01.
Keywords: Instructional media, pre-service teachers, project-based learning, social studies