Teacher perceptions of project-based learning in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan
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Date
2017-06
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Journal ISSN
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Publisher
Nazarbayev University Graduate School of Education
Abstract
Project-based learning (PBL) is a student-centered teaching approach that organizes learning around projects. It increases students’ motivation to learn and prepares them for the 21st century demands through developing real-world experience. Many scholars have investigated teacher perceptions regarding PBL, its benefits and challenges; however, no similar research was conducted in Kazakhstan and it remains unclear how Kazakhstani teachers understand PBL. This study attempts to fill in the existing gap of knowledge and practice in Kazakhstan.
The purpose of this study is to explore secondary school teachers’ perceptions about project-based learning, its benefits and challenges.
It is a qualitative case study. The sample consists of 4 teachers (male) who teach Chemistry, Computer Science, English language, and Physics in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan. Semi-structured interviews were conducted with participants. The collected data was coded and analyzed using thematic analysis.
The study revealed that the participant teachers perceive PBL as a beneficial teaching approach that has the potential to increase student engagement and help them understand more deeply the subject content through self-learning and learning by doing. The advantages of using PBL discussed by the participants were improved teacher-student and student-student relationships, skill development and real-world practice. The study also identified the challenges the participant teachers have to cope with such as: lack of time, lack of knowledge, and group work problems.
The results of this research show that teachers understand PBL from both positive and negative perspectives through its perceived benefits and implementation challenges. It is considered that findings of this study would improve students’ motivations and equip teachers with necessary skills to successfully implement PBL.
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Keywords
project-based learning, benefits, challenges, teachers, students, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Intykbekov, Aidyn. (2017) Teacher perceptions of project-based learning in a Kazakh-Turkish Lyceum in the northern part of Kazakhstan. Nazarbayev University Graduate School of Education