Power of Lived Experiences: Teacher Beliefs and Practices of Project-Based Learning

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Teacher's Beliefs, Practices, and Competences in Project-Based Learning (Table 20)

Abstract

As central roles in implementing Project-based Learning (PBL) in classrooms, teachers have not been paid enough attention in the current literature to the influences of their overall lived experiences on their teaching. Therefore, this qualitative multiple case study explored how five high school teachers’ lived experiences influenced their beliefs and practices of PBL, during a reform of promoting PBL-enhanced instruction in their school division. Findings indicated that teachers who were exposed to sufficient real-life, hands-on activities in their prior schooling or career experiences were more active in PBL. Besides, accountability pressure from standardized tests and school leadership were also highly influential.

Author

• Si Chen, College of William & Mary