Participatory Research to Improve Professional Development School Initiatives: Trying on Problem-Based Pedagogies With High School Students

• In Event: Moscone Center West Roundtable Session 9
  In Roundtable Session: Exploring Practices and Outcomes Related to Professional Development Schools

Abstract

This paper presents findings from a participatory action research project focused on incorporating problem-based learning in a PDS-supported summer camp (Academy for Future Teachers/AFT) for high-school students interested in teaching and STEM. The purpose of this paper is to understand how AFT instructional teams (master teachers and teacher candidates) incorporated problem-based learning (PBL) in their engagements and how these engagements impacted high-school participants’ lessons. Results indicate that teachers reflected a range of comfortability with the approach as well as several strengths and challenges for high-school participants trying PBL in their own lessons. This paper informs future AFT programming and has implications for programming concerned with problem-based pedagogies and participatory action research.

Authors

• Anne E. Martin, Georgia State University

• Teresa R. Fisher-Ari, Rollins Center for Language and Literacy

• Chloe Ware, Georgia State University

• Ayana Thomas, Georgia State University

• Hilda Fields, Georgia State University