During the Reform: How Teachers’ Lived Experiences Influence Their Beliefs and Practices of Project- Based Learning

Abstract

The implementation of project-based learning (PBL) heavily relies on the role of teachers in classrooms, but little attention has been paid to how their personal and professional experiences impact their teaching. To address this gap, a qualitative multiple case study was conducted, exploring the beliefs and practices of five high school teachers toward PBL. The study discovered that teachers who had prior exposure to hands-on activities were more likely to engage in PBL. Moreover, external factors such as accountability pressure from standardized tests and school leadership also played a significant role. Therefore, I recommend that policymakers, school leaders, and researchers pay more attention to the real-life experiences of teachers and the challenges they face in their specific contexts. To do that, creating a platform for dialogue among teachers and with them is crucial.