Impact of Project Based Learning on Teacher Self-Efficacy in the age of Common Core State Standards.

摘要

The purpose of this study was to evaluate whether the implementation of PBL in a high needs district had a positive impact on teacher self-efficacy, student engagement and student motivation. In general, the findings indicated that the implementation of PBL increased teacher self-efficacy and led to an increase in student motivation and engagement.;This retrospective qualitative study, which examined the impact of project based learning on teacher self-efficacy, student motivation and student engagement was conducted in two phases over a two-year period. The researcher used data from classroom observations, focus groups, and one-to-one interviews to analyze findings. Qualitative data analysis included reviewing transcripts, coding and identifying themes from the data. In this case study, the researcher explored the implementation of PBL in a high needs district; with a focus on gaining an understanding of teachers' experiences with PBL and their impact on teacher self-efficacy, student engagement, and student motivation.;This study found that teachers covered more cross-curricular subject matter while implementing PBL. Teachers also found that students were more engaged in the process and retained more information after their projects were completed. Too many of our teachers are either underprepared or not equipped with the necessary skill sets to actively engage student learning or they are completely frustrated by the mandated use of scripted curriculum. The aforementioned is found to have a negative impact on teacher self-efficacy. While a teacher's ability to concede control of their classroom and engage in student centered learning is a characteristic of teacher self-efficacy. Student engagement and motivation are extremely important to student learning. However, in districts with students of color, the need for students to be actively engaged in the learning process is paramount to their success. Stronger partnerships between school district administrators and teacher education programs must be solidified.