An Arduous but Hopeful Journey: Implementing Project-Based Learning in a Middle School of China

Autor/in	Zhenyu, Gao
Titel	An Arduous but Hopeful Journey: Implementing Project-Based Learning in a Middle School of China
Quelle	In: Frontiers of Education in China, 7 (2012) 4, S.608-634 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
Schlagwörter	Foreign Countries; Curriculum Implementation; Observation; Semi Structured Interviews; Transcripts (Written Records); Audiovisual Aids; Teacher Role; Workshops; Active Learning; Student Projects; Teacher Attitudes; Grade 6; Grade 7; Middle School Teachers; China + Suchen Sie Ihr Suchwort? Ausland; Beobachtung; Audiovisuelles Medium; Lehrerrolle; Lernwerkstatt; Schulung; Aktives Lernen; Schulprojekt; Lehrerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	The main purpose of this study is to investigate the lived experience of teachers from one middle school in East China who implemented project-based learning (PBL) in their classes. A sample of 22 grade 6 and 7 teachers participated in this research between September 2008 and June 2010. Data were observation, transcripts of semi-structural interviews and workshop audiotapes. It reveals that teachers were struggling with the roles they should play and in particular with how to effectively facilitate students' project work. However, they also creatively reconceptualized the new curriculum from their own perspectives and brought their students unique and diverse learning experiences. These struggles and reconceptualizations are believed to be the result of teachers' evaluative, identifying and pedagogical culture-cognitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10