PROJECT-BASED LEARNING IN MIDDLE SCHOOL CLASSROOMS IN SOUTHEASTERN, UNITED STATES

Lyndria Bland, Heather Caldwell, Chris Cale, Sunddip Aguilar, Michelle McCraney

Abstract


Teachers at a middle school in a Southeastern U.S. state were not implementing project-based learning (PBL) as mandated by the district. The purpose of this qualitative case study was to examine the perspectives of teachers concerning PBL implementation and how their self-efficacy shaped their perspectives. Bandura’s self-efficacy theory provided the framework for the study. Data were collected through interviews with 11 participants and examination of PBL artifacts.

Data were analyzed using thematic, open and axial coding to discover patterns and themes. Findings indicated that teachers shaped their perspectives regarding PBL through their experiences while implementing PBL, collaboration among teachers is imperative when implementing new strategies such as PBL, and training before and during implementation is essential. Self-efficacy had a positive effect on PBL implementation. A recommendation was given to provide time for collaboration and to implement a professional development program developed for this project study. Findings may be used to increase teacher self-efficacy by offering appropriate resources to improve future PBL implementation.


Keywords


Problem-based learning, self-efficacy, professional development, middle school education, teacher education, education.

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References


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