First Year Implementation of a Project-Based Learning Approach: The Need for Addressing Teachers' Orientations in the Era of Reform

Autor/inn/en	Rogers, Meredith A. Park; Cross, Dionne I.; Gresalfi, Melissa Sommerfeld; Trauth-Nare, Amy E.; Buck, Gayle A.
Titel	First Year Implementation of a Project-Based Learning Approach: The Need for Addressing Teachers' Orientations in the Era of Reform
Quelle	In: International Journal of Science and Mathematics Education, 9 (2011) 4, S.893-917 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9248-x
Schlagwörter	Video Technology; Student Projects; Active Learning; Educational Change; Data Analysis; Teacher Attitudes; Teaching Methods; Professional Development; Teacher Orientation; Mathematics Instruction; Mathematics Education; Surveys; Interviews; Questionnaires + Suchen Sie Ihr Suchwort? Schulprojekt; Aktives Lernen; Bildungsreform; Auswertung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher; Teachers; Orientation; Lehrer; Lehrerin; Lehrende; Orientierung; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Fragebogen
Abstract	The purpose of this study was to examine the extent to which three teachers' professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire. Data analysis was conducted using an iterative coding technique. We found coherency between the teachers' perceived orientations and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because of existing orientations the teachers held for teaching their discipline. Implications for professional development taking into account teachers' orientations and thus their professional experience are discussed, as well as disciplinary challenges to using PBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10