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Journal of Science Teacher Education

Erschienen in:

01.12.2008

Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model

verfasst von: Orna Fallik, Bat-Sheva Eylon, Sherman Rosenfeld

Erschienen in: Journal of Science Teacher Education | Ausgabe 6/2008

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Abstract

We investigated the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? Novice teachers evaluated that they acquired the relevant skills but also expressed worries about enacting the program, due to potential difficulties for teachers. Nonetheless, the teachers enacted the program and identified unforeseen benefits for themselves and their students. We suggest that the CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support to integrate student free-choice PBL into the formal science curriculum.

Vorheriger Artikel If Multicultural Science Education Standards’ Existed, What Would They Look Like?

Nächster Artikel Pre-Service Elementary Teachers’ Field Experiences in Classrooms Led by Science Specialists

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Titel: Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model
verfasst von: Orna Fallik
Bat-Sheva Eylon
Sherman Rosenfeld
Publikationsdatum: 01.12.2008
Verlag: Springer Netherlands
Erschienen in: Journal of Science Teacher Education / Ausgabe 6/2008
Print ISSN: 1046-560X
Elektronische ISSN: 1573-1847
DOI: https://doi.org/10.1007/s10972-008-9113-8

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