Applying a Theoretical Framework to Teacher Professional Development in Project-Based Learning

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-6 - Division K Section 8 Poster Session 2

Abstract

This study applies Desimone’s (2009) theoretical framework to teacher professional development (PD) in project-based learning (PBL). PBL is an inquiry-based instructional approach that has been shown to improve outcomes for students, though there have been challenges for PBL teachers. We drew from case study data in one middle school that implemented PBL and applied the framework. We found that though PBL teachers reported less time spent on PD, that quantity does not equate to quality, which contrasts with previous literature on the topic. Students taught by PBL teachers had better attendance rates, more engagement in the classroom and higher scores on their standardized tests. Moreover, teachers were committed to implementation and believed that they received more support.

Authors

• Gina Gabriele Romano, Indiana University - Bloomington

• Jill Bradley-Levine, Ball State University