Experiences of Preservice Teachers Exposed to Project-Based Learning

Autor/inn/en	Tsybulsky, Dina; Gatenio-Kalush, Michal; Abu Ganem, Musa; Grobgeld, Etty
Titel	Experiences of Preservice Teachers Exposed to Project-Based Learning
Quelle	In: European Journal of Teacher Education, 43 (2020) 3, S.368-383 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsybulsky, Dina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2019.1711052
Schlagwörter	Preservice Teachers; Teacher Education Programs; Student Projects; Student Attitudes; Student Experience; Program Effectiveness; Problem Based Learning; Foreign Countries; Jews; Arabs; Cooperative Learning; Israel + Suchen Sie Ihr Suchwort? Schulprojekt; Schülerverhalten; Studienerfahrung; Problem-based learning; Problemorientiertes Lernen; Ausland; Jew; Jude; Jüdin; Juden; Arab; Araber; Kooperatives Lernen
Abstract	This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants' meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of 38 in-depth interviews and 152 reflective reports. Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants' meaningful experiences in two domains: (A) The Quality of the Experience; (B) The Content of the Experience. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01