Teacher Perceptions of Project-Based Learning Units: Implications for Professional Development

• In Event: 66.070 - Problem-Based Education SIG Full Paper Session

Abstract

When teachers are called upon to enact complex instructional strategies, such as project-based learning (PBL), providing professional development and supports is complicated by uncertainty about how teachers perceive PBL units. This study explores how three groups of teachers perceive PBL units using interviews and surveys, finding: (1) Experienced PBL teachers identified strengths/weaknesses tied to PBL (e.g., authentic context) but also evaluated units using school-specific lenses (e.g., arts); (2) Teachers new to PBL were put off by materials that emphasize products—especially artistic ones--rather than process; (3) Surveying teachers new to PBL about their understanding and ability to implement PBL had low correspondence with reality. Professional development should take school context seriously and materials should highlight learning process over products.

Authors

• Jamie Mae Collins, University of New Mexico

• Robert Shauger, University of New Mexico

• Courtney Agermeirer, University of New Mexico

• Andrew Chernow, Nextgen Academy

• Vanessa Svihla, University of New Mexico