Authenticity and “Standing Out:” Situating the Project Approach in Contemporary Early Schooling
Document Type
Article
Publication Date
1-2014
Keywords
Professional development, The project approach, School contexts, Case study
Digital Object Identifier (DOI)
https://doi.org/10.1007/s10643-012-0549-2
Abstract
In this multi-case study, we describe early childhood teachers’ experiences implementing project work in contemporary, standards-based classrooms. Focus is given to understanding how teachers interpreted work in context; that is, how they were responsive to both expanding professional knowledge about the project approach and to the existing practices valued in their particular school contexts. We present description of project work in action in three classrooms in order to illustrate key themes from each of the three single cases. This is followed by an interpretive discussion that brings together the three cases. In conclusion, we suggest that the teachers’ experiences implementing the project approach carry implications for understanding teacher learning and professional development.
Citation / Publisher Attribution
Early Childhood Education Journal, v. 42, issue 1, p. 19-27
Scholar Commons Citation
Blank, Jolyn; Damjanovic, Victoria J.; Peixoto da Silva, Anna P.; and Weber, Susan, "Authenticity and “Standing Out:” Situating the Project Approach in Contemporary Early Schooling" (2014). Teaching and Learning Faculty Publications. 100.
https://digitalcommons.usf.edu/tal_facpub/100
