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ERIC Number: EJ816729
Record Type: Journal
Publication Date: 2008-Dec
Pages: 27
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-560X
Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model
Fallik, Orna; Eylon, Bat-Sheva; Rosenfeld, Sherman
Journal of Science Teacher Education, v19 n6 p565-591 Dec 2008
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A