Teacher perceptions of a project-based approach to social studies and literacy instruction

Abstract

Although growing evidence from across the globe supports the use of project-based learning, teachers' use of the instructional approach can challenge their pedagogical beliefs and practices. This qualitative study examined how 24 second-grade teachers perceived their enactment of a social studies and literacy project-based curriculum within 20 high-poverty schools. Analysis of teacher interviews revealed successes and challenges they perceived in their enactment of the curriculum and the factors they perceived as contributing to those successes and challenges. In addition to reporting teachers’ perceptions, the study suggests implications for how to support teachers in their transition to using a project-based approach.