The experience of teachers in realisation of project-based learning based on interdisciplinary approach

Abstract

Preparation and realisation of project-based learning with interdisciplinary approach in educational practice is a complex and challenging process which demands flexibility, openness, and persistence. The motivation of teachers to try, by means of reflection and experimentation, to innovate their educational practice presents the base for this qualitative study. The goal of our research was to understand the experience of the teachers in preparation and realisation of project-based learning based on interdisciplinary approach, with the support of facilitators. The research was carried out by using the process of facilitation during school year 2018/2019 in a primary school in the centre of Belgrade. The participants were three teachers (of Serbian language and literature, Russian language, and music culture), as well as associates of the Institute for Educational Research with roles of facilitators and researchers. We used the group interview technique and semi-structured guide for the facilitation of group meetings. The interviews were audio-recorded, and their data were transcribed. We identified three themes in the narratives of the teachers: (1) beliefs of the teachers about project-based learning; (2) motivation and emotions of the teachers and students engaged in project-based learning; (3) challenges during preparation and implementation of project-based learning. It was concluded that the beliefs of the teachers about project-based learning had been changing over time with the support of facilitators, that their experience had been marked by motivational and emotional oscillations and that there had been numerous and various challenges during preparation and realisation of the learning. Project-based learning demands professional, motivational, emotional, and organisational support of various participants in autonomy-supportive climate at school.