Influence of Teacher Dispositions About Project Lead the Way Curriculum on Its Implementation

• In Event: Roundtable Session 29
  In Roundtable Session: Problem-Based Education SIG Roundtable Session: Problem-Based Learning and STEM Education

Abstract

The purpose of the proposed study aims at gaining a better understanding of teacher trainees’ dispositions about problem and project based learning and its impact on the enactment Project Lead the Way Curriculum. 19 trainees and 2 trainers (master teachers) taking part in the summer core training Institute for the Principles of Engineering (POE) course were contacted and requested to participate in the study. Data was collected through pre and post questionnaires, interviews with the trainers, document analysis and non-participant observation. Data was analyzed through transcription of the interview and first and second cycle coding to identify emerging patterns and themes. Given the varied definition of problem- and project-based learning given by the trainees and the flexibility in the mode chosen to implement the curriculum, follow up interviews and class observations were carried out with 5 volunteer trainees from the group teachers to determine how they chose to actually enact the curriculum once they left the training site.

Authors

• Mary Kemunto Nyaema, University of Iowa

• David Rethwisch, University of Iowa

• Mark McDermott, University of Iowa