An Arduous but Hopeful Journey: Implementing Project-Based Learning in a Middle School of China

Abstract

The main purpose of this study is to investigate the lived experience of teachers from one middle school in East China who implemented project-based learning (PBL) in their classes. A sample of 22 grade 6 and 7 teachers participated in this research between September 2008 and June 2010. Data were collected from multiple sources including field notes of classroom observation, transcripts of semi-structural interviews and workshop audiotapes. It reveals that teachers were struggling with the roles they should play and in particular with how to effectively facilitate students’ project work. However, they also creatively reconceptualized the new curriculum from their own perspectives and brought their students unique and diverse learning experiences. These struggles and reconceptualizations are believed to be the result of teachers’ evaluative, identifying and pedagogical culture-cognitions.

Keywords

project-based learning (PBL) / curriculum implementation / culture-cognition