DIGITAL LIBRARY
PROJECT-BASED-LEARNING: LOOK AT TEACHER TRAINEES’ EXPERIENCES
1 Tel Aviv University / Achva Academic College (ISRAEL)
2 Achva Academic College (ISRAEL)
About this paper:
Appears in: INTED2018 Proceedings
Publication year: 2018
Pages: 1424-1430
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0240
Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain
Abstract:
This is a qualitative study that examines Jewish and Bedouin teacher trainees' (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 –which shifted over time, ranging from frustration when contending with difficulties and a heavy study load, through the process of overcoming these difficulties and experiencing a sense of fulfilment, success, and increased confidence; (B) The Content of the Experience –which included introspective, social and cognitive key experiences. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.
Keywords:
Project-based learning, teacher training, teacher trainees’ experiences, pedagogical coursework.