Variable Take-Up of Professional Development: How Activity Systems Influence Teachers' Enactment of Project-Based Learning

• In Event: AERA Roundtable Session 8
  In Roundtable Session: Uptake and Impact of Inquiry- and Project-Based Learning

Abstract

This comparative case study of three high school science teachers in a project-based learning (PBL) professional development (PD) program uses cultural historical activity theory to investigate teachers' take-up of PD tools and the ways that different norms, communities, and goals at specific schools influence enactment of PBL. Findings suggest that 1) practice-based professional development; 2) access to technology tools; and 3) educator collaboration within a school community are supportive of PBL instruction. Our findings caution that teachers’ take-up of PD may inadvertently mirror inequities in resources and structures their schools have available. This has implications for research and design of PD to attend to not only individual teachers, but on the community support they receive in their schools.

Authors

• Tess Bernhard, The University of Pennsylvania

• Amy Guillotte, University of Pennsylvania

• Sarah Schneider Kavanagh, University of Pennsylvania