Implementation of Project-Based Learning at School: Analysis of Teachers’ Comments in the Context of Systems Model of Creativity
DOI:
https://doi.org/10.14515/monitoring.2023.3.2253Keywords:
teachers, creativity, implementation of teaching practices, project-based learning, systems model of creativityAbstract
Creativity, or the ability to produce original and novel ideas and solutions, is an important competence on the labor market, and it needs to be fostered starting from school. The difficulties associated with the development of creativity in the educational process are reviewed in the research literature through lists of barriers and enablers that are identified empirically. Project-based learning is one of the possible pedagogical practices for the formation of the ability to generate and explore ideas. In this article, the implementation of project-based learning at school is investigated through the prism of the Systems Model of Creativity by Csikszentmihalyi. The research focuses on such categories of the Systems Model as Individual (student), Field (teacher), Domain (curriculum). The role of these categories in the implementation process is explored using the data of 15 focus groups with teachers (N=144) from six schools of the Moscow region. The resulting list of factors specifies such previously identified obstacles as overloaded curriculum, students’ poor knowledge base, and lack of necessary teachers’ training. A systematic consideration of the conditions for successful implementation of project-based learning at school may offer more effective ways to support this process in the future.
Acknowledgements. The article was prepared within the framework of a research grant funded by the Ministry of Science and Higher Education of the Russian Federation (grant ID: 075-15-2020-928). The author is grateful to M.A. Pinskaya, A.M. Mikhailova, and to anonymous reviewers of the journal for valuable comments.
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