Teachers' Perceptions of the Transition from the Traditional Classroom to Project-Based Learning for Student Engagement
Keywords:
Learner engagement, Organizational conditions, Case studies, Teacher professional development, Project based learning
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Abstract
Research on student engagement generates a great deal of interest due to its significant relationship with numerous variables in the school context, such as academic failure or achievement. This work reflects the transition of a school that evolves from the traditional classroom to the active classroom, from the teachers' perception. It identifies the strengths, difficulties and needs presented by teachers in this process of methodological transition to involve students. This study focuses on a school that is transforming classroom practice to improve student engagement through the progressive incorporation of project-based learning. It uses a mixed methodology, through single case study and ethnography. The participants were seven teachers and the school principal. In the methodological transition, the findings revealed that fear of change and the need for pedagogical training, support and teacher collaboration were the main difficulties. Strengths were found in mentoring and teacher collaboration. PBL is presented as a methodology that favours student engagement. In order to address the needs and difficulties of teachers, it was necessary for the school to create a series of organisational conditions to support this transition.
Downloads
References
Atkinson, P., Coffey, A., Delamont, S., Lofland, J. y Lofland, L. (2001). Handbook of ethnography. Sage. https://doi.org/10.4135/9781848608337
Barrero, B., Domingo, J. y Fernández, J. D. (2020). Liderazgo intermedio y desarrollo de comunidades de práctica profesional: Lecciones emergentes de un estudio de caso. Psicoperspectivas, 19(1), 1-13. https://doi.org/10.5027/psicoperspectivas-vol19-issue1-fulltext-1751
Bolívar, A. (2015, 16 de noviembre). Construir localmente la capacidad de mejora: Liderazgo pedagógico y comunidad profesional [Conferencia]. XIII Congreso Nacional de Investigación Educativa Chihuahua, México.
Bolívar, A. (2017). El mejoramiento de la escuela: Líneas actuales de investigación. Revista Portuguesa de Pedagogía, 51(2), 5-27. https://doi.org/10.14195/1647-8614_51-2_1
BERA. (2018). Ethical guidelines for educational research. British Educational Research Association.
Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309. https://doi.org/10.1080/02619768.2017.1315399
Davis, M. H. y McPartland, J. M. (2012). High school reform and student engagement. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of research on student engagement (pp. 515-539). Springer. https://doi.org/10.1007/978-1-4614-2018-7_25.
Elmore, R. F. (2003). Salvar la brecha entre estándares y resultados. El imperativo para el desarrollo profesional en educación. Profesorado. Revista de Curriculum y Formación del Profesorado, 7(1), 9-48.
Fredricks, J. A., Blumenfeld, P. y Paris, A. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Reschly, A. L. y Christenson, S. L. (2019). Handbook of student engagement interventions. working with disengaged students. Elsevier. https://doi.org/10.1016/C2016-0-04519-9
Gil-Flores, J. (2016). Variables asociadas a la autoeficacia percibida por el profesorado de ciencias en educación secundaria. Revista de Educación, 373, 85-108. https://doi.org/10.4438/1988-592X-RE-2016-373-322
Gkolia, A., Dimitrios, B. A. y Koustelios, A. (2016). Background characteristics as predictors of Greek teachers’ self-efficacy. International Journal of Educational Management, 30(3), 460-472. https://doi.org/10.1108/IJEM-03-2014-0040
González, M. T. (2010). El alumno ante la escuela y su propio aprendizaje: algunas líneas de investigación en torno al concepto de implicación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 8(4), 10-31.
González, M. T. (2015). Los centros escolares y su contribución a paliar el desenganche y abandono escolar. Profesorado. Revista de Curriculum y Formación del Profesorado, 19(3), 158-176.
González, M. T. y Bernárdez-Gómez, A. (2019). Elementos y aspectos del centro escolar y su relación con la desafección de los estudiantes. Revista de Investigación en Educación, 17(1), 5-19.
González, M. T. y Cutanda, T. (2015). La formación del profesorado y la implicación (engagement) de los alumnos en su aprendizaje. Revista Iberoamericana de Educación, 69(2), 9-24. https://doi.org/10.35362/rie692134
Hargreaves, A. y Fink, D. (2002). Sostenibilidad en el tiempo. Cuadernos de Pedagogía, 319, 16-20.
Hargreaves, A. y O’Connor, M. T. (2020). Profesionalismo colaborativo. Cuando enseñar juntos supone el aprendizaje de todos. Morata.
Hargreaves, A. y Shirley, D. (2019). Leading from the middle: Its nature, origins and importance. Journal of Professional Capital and Community, 11. https://doi.org/10.1108/JPCC-06-2019-0013
Hargreaves, A., Shirley, D., Wangia, S., Bacon, C. y D’Angelo, M. (2018). Leading from the middle: spreading learning, well-being, and identity across. CODE Consortium
Harris, A., Jones, M. y Crick, T. (2020). Curriculum leadership: a critical contributor to school and system improvement. School Leadership & Management, 40(1), 1-4. https://doi.org/10.1080/13632434.2020.1704470
Kokotsaki, D., Menzies, V. y Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
Lawson, M. A. (2017). Commentary: Bridging student engagement research and practice. School Psychology International, 38(3), 221-239. https://doi.org/10.1177/0143034317708010
Luter, D., Mitchell, A. y Taylor, H. (2017). Critical consciousness and schooling: The impact of the community as a classroom program on academic indicators. Education Sciences, 7(1), 25-34. https://doi.org/10.3390/educsci7010025
Murillo, F. J. y Krichesky, G. J. (2015). Mejora de la escuela: Medio siglo de lecciones aprendidas. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 13(1), 69-102.
OCDE. (2018). Panorama de la educación indicadores de la OCDE 2018. INEE/MECD.
Pino-James, N. (2018). Evaluation of a pedagogical model for student engagement in learning activities. Educational Action Research, 26(3), 456-479. https://doi.org/10.1080/09650792.2017.1354771
Reeve, J., Cheon, S. H. y Jang, H. R. (2019). A teacher-focused intervention to enhance students’ classroom engagement. En J. Fredrick, A. L. Reschly y S. L. Christeson (Eds.), Handbook of student engagement interventions working with disengaged students (pp.87-102). Elsevier. https://doi.org/10.1016/B978-0-12-813413-9.00007-3
Reschly, A. L. y Christenson, S. L. (2012). Jingle, jangle, and conceptual haziness: Evolution and future directions of the engagement construct. En S. L. Christenson, A. L. Reschly y C. Wylie (Eds.), Handbook of research on student engagement (pp. 3-19). Springer. https://doi.org/10.1007/978-1-4614-2018-7_1
Roehrig, A. D. (2003). The effects of mentoring on beginning teacher effectiveness and student outcomes [Tesis doctoral, Universidad de Notre Dame]. Archivo de la Universidad de Notre Dame.
Sammons, P., Lindorff, A. M., Ortega, L. y Kington, A. (2016). Inspiring teaching: Learning from exemplary practitioners. Journal of Professional Capital and Community, 1(2), 124-144. https://doi.org/10.1108/JPCC-09-2015-0005
Shernoff, D. J. (2013). Advancing responsible adolescent development. Optimal learning environments to promote student engagement. Springer Science. https://doi.org/10.1007/978-1-4614-7089-2
Stake, R. E. (2005). Investigación con estudio de casos. Morata.
Tschannen-Moran, M. y Clement, D. (2018). Fostering more vibrant schools. Educational Leadership, 75(6), 28-33.
Vergara, J. J. (2015). Aprendo porque quiero. El aprendizaje basado en proyectos (ABP), paso a paso. SM.
Yazzie-Mintz, E. (2007). Voices of students on engagement: A report on the 2006 high school survey of student engagement. Indiana University.
Zyngier, D. (2007). (Re)conceiving student engagement: What the students say they want. Putting young people at the centre of the conversation. Learning Landscapes, 1, 93-116. https://doi.org/10.36510/learnland.v1i1.240