教育学
膨胀的
艺术
感知
数学教育
独创性
价值(数学)
语言艺术
第九
心理学
计算机科学
创造力
视觉艺术
艺术
社会心理学
材料科学
抗压强度
物理
神经科学
机器学习
声学
复合材料
作者
Karoline Trepper,Alison G. Boardman,Antero Garcia
出处
期刊:English teaching
[Emerald (MCB UP)]
日期:2022-08-27
卷期号:21 (4): 469-482
被引量:3
标识
DOI:10.1108/etpc-12-2021-0150
摘要
Purpose This paper aims to explore teachers’ shifts in pedagogy and practice as they implemented a project-based learning (PBL) approach to teaching English Language Arts (ELA) for the first time. Design/methodology/approach The authors interviewed 10 ninth-grade ELA teachers in three schools after their first year enacting PBL. Initial codes were developed deductively from the interview questions and others emerged from the data. The authors also used memos to contextualize the interviews and triangulate findings. Findings Teachers described embracing new, expansive approaches to teaching ELA as they shifted from focusing on skills to big questions, and from literary analysis to “real-world” writing and assessment. These data illuminated three tensions around “traditional” versus PBL approaches to ELA: What counts as ELA? What counts as student success? And is PBL for everyone? Originality/value Few studies have explored teacher perceptions of PBL in secondary ELA classrooms. This paper uniquely illuminates some pathways for addressing the tension between “traditional” and PBL approaches. The authors call for deliberate, ongoing and gradualistic approaches to engaging in PBL routines that support educators to make meaningful shifts in instruction.
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