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ERIC Number: EJ891295
Record Type: Journal
Publication Date: 2010-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1059-0145
Preservice Teachers' Conceptions and Enactments of Project-Based Instruction
Marshall, Jill A.; Petrosino, Anthony J.; Martin, Taylor
Journal of Science Education and Technology, v19 n4 p370-386 Aug 2010
We present results of an investigation of preservice secondary mathematics and science teachers' conceptions of project-based instruction (PBI) and their enactments of PBI in apprentice (student) teaching. We evaluated their thinking and implementations within a composite framework based on the work of education researchers. We analyzed survey responses, both qualitatively and statistically, from three cohorts of preservice teachers both before and after apprentice teaching. In addition we interviewed and observed a subset of these future teachers. We found that in general the preservice teachers held superficial views of PBI, as compared to the researcher framework. Participants reported time and curriculum restrictions as major barriers; however, teachers for whom enactment of PBI was presented as an explicit goal, and who were given support toward that end, were more likely to enact authentic implementations, regardless of previous reservations about PBI. Without this additional scaffolding, even teachers with high affinity for PBI were unlikely to implement it authentically.
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 - Research
Education Level: Higher Education; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A