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.

J92

371.1 JNY a

Perpustakaan FITK Pusat

Tersedia

• Authenticity and ‘‘Standing Out:’’ Situating the Project Approach in Contemporary Early Schooling

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