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Examining Teachers' Project-Based Le...

Jantaraweragul, Kathleen,

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Examining Teachers' Project-Based Learning Experiences /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Teachers' Project-Based Learning Experiences // Kathleen Jantaraweragul.
Author:	Jantaraweragul, Kathleen,
Description:	1 electronic resource (138 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Instructional design. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30989375
ISBN:	9798381441987

Examining Teachers' Project-Based Learning Experiences /
Jantaraweragul, Kathleen,

Examining Teachers' Project-Based Learning Experiences /Kathleen Jantaraweragul. - 1 electronic resource (138 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

This multiple case study sought to examine the individual experiences of three different teachers' experiences with learning about and using project-based learning in their elementary classrooms. The following factors influencing teachers' instructional decision making were used: teacher knowledge, teacher pedagogical beliefs, teacher self-efficacy, and school culture. While individual teachers' experiences differed in terms of the different factors that were more influential than others, teacher pedagogical beliefs were the most critical in influencing teachers' instructional decisions followed by teacher self-efficacy, teacher knowledge, and school culture. Teachers who held constructivist beliefs were able to sustain the use of project-based learning practices in their classrooms even when encountering common barriers. The strength of rural community involvement in PjBL implementations improved both student and teacher experiences. Implications for these findings indicate the need to provide access to professional development programs that provide extensive PjBL knowledge as well as addresses teachers' pedagogical beliefs using models for high-quality professional development. More research is needed to better understand on a broader scale the impacts of teachers' pedagogical beliefs on their sustained use of project-based learning practices.

English

ISBN: 9798381441987Subjects--Topical Terms:

3172279
Instructional design.
Subjects--Index Terms:

Professional development

Examining Teachers' Project-Based Learning Experiences /
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500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
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520 $a This multiple case study sought to examine the individual experiences of three different teachers' experiences with learning about and using project-based learning in their elementary classrooms. The following factors influencing teachers' instructional decision making were used: teacher knowledge, teacher pedagogical beliefs, teacher self-efficacy, and school culture. While individual teachers' experiences differed in terms of the different factors that were more influential than others, teacher pedagogical beliefs were the most critical in influencing teachers' instructional decisions followed by teacher self-efficacy, teacher knowledge, and school culture. Teachers who held constructivist beliefs were able to sustain the use of project-based learning practices in their classrooms even when encountering common barriers. The strength of rural community involvement in PjBL implementations improved both student and teacher experiences. Implications for these findings indicate the need to provide access to professional development programs that provide extensive PjBL knowledge as well as addresses teachers' pedagogical beliefs using models for high-quality professional development. More research is needed to better understand on a broader scale the impacts of teachers' pedagogical beliefs on their sustained use of project-based learning practices.
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