Experiences of preservice teachers exposed to project-based learning

Dina Tsybulsky, Michal Gatenio-Kalush, Musa Abu Ganem, Etty Grobgeld

Research output: Contribution to journalArticlepeer-review

Abstract

This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants’ meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of 38 in-depth interviews and 152 reflective reports. Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants’ meaningful experiences in two domains: (A) The Quality of the Experience; (B) The Content of the Experience. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.

Original languageEnglish
Pages (from-to)368-383
Number of pages16
JournalEuropean Journal of Teacher Education
Volume43
Issue number3
DOIs
StatePublished - 26 May 2020

Keywords

  • Project-based learning
  • meaningful experiences
  • pedagogical coursework
  • preservice teacher education

All Science Journal Classification (ASJC) codes

  • Education

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