Teacher Perceptions of Project Based Learning in the Secondary Classroom

Authors

  • Sheryl MacMath University of the Fraser Valley
  • Awneet Sivia University of the Fraser Valley
  • Vandy Britton University of the Fraser Valley

DOI:

https://doi.org/10.11575/ajer.v63i2.56345

Keywords:

Project based learning, Teacher perceptions, Secondary school, Teaching methods

Abstract

This study examines teacher perceptions of their experiences with Project Based Learning (PBL) at a secondary school in Western Canada. This PBL initiative included English language arts, mathematics, science, and digital literacy courses and all the grade nines at this large secondary school. This article reports on two teacher focus group interviews that were part of a larger mixed-methods study (Creswell & Plano Clark, 2007). Results provide specific details regarding conditions for the successful implementation of PBL, challenges and support for current research into PBL, and areas of additional needed research.

Cette étude se penche sur les perceptions qu’ont les enseignants de leurs expériences avec l’apprentissage axé sur les projets (PBL—project based learning) dans une grande école secondaire dans l’Ouest canadien. Cette initiative d’apprentissage actif par les projets impliquait les cours d’anglais, de mathématiques, de sciences et de littératie numérique, ainsi que les tous les élèves de la 9e année. Cet article porte sur un élément de cette étude à méthodologie mixte (Creswell & Plano Clark, 2007), soit deux groupes de discussion/entrevues avec des enseignants. Les résultats fournissent des détails sur les conditions nécessaires à la mise en œuvre réussie du PBL, les défis qui en découlent, l’appui pour la recherche actuelle et les domaines qui restent à étudier plus en profondeur.

Author Biographies

Sheryl MacMath, University of the Fraser Valley

Sheryl MacMath is an Associate Professor in the University of the Fraser Valley's Teacher Education Department. She teaches courses in planning, assessment, classroom management, math methods, and social studies methods. Her scholarship interests include curriculum integration, planning through assessment, effective rubric development, developing conceptual understanding in mathematics, critical thinking in social studies, and curriculum mapping in teacher education.

Awneet Sivia, University of the Fraser Valley

Awneet Sivia is an Associate Professor in the University of the Fraser Valley's Teacher Education Department. She currently teaches courses in diversity education, elementary and secondary science methods, action research, reflective practice, school reform and integrating technology across curriculum. Awneet continues to build her scholarship in the areas of self-study of teacher education practices (S-STEP), teacher identity and transformative learning, student teacher epistemologies and inquiry in science education, diversity-centered pedagogies, and the thirdspace between teacher education programs and practicum contexts.

Vandy Britton, University of the Fraser Valley

Vandy Britton is the Department Head for the University of the Fraser Valley's Teacher Education Department. Her curricular interests include teacher education, language/literacy education, arts-based education, social justice, international education, and inclusive pedagogy.  She is particularly interested in how teacher candidates construct their identities and is engaged in developing different arts-based avenues by which this exploration can occur.  Vandy currently teaches courses in Elementary and Secondary Language Arts, Elementary Fine Arts, Secondary Arts-based Education Methods and Reflective Practice. 

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Published

2017-08-31