Chapter 27: Incorporating Projectbased Learning into the Secondary Mathematics and Science Classroom: Is it Pie in the Sky?

Colleges of education across the country prepare teachers to utilize particular pedagogies in their classrooms. This chapter reports on the results of interviews and focus groups with recent graduates about whether or not they adopt project-based learning (PBL) as a pedagogy during their first 3–5 years as a mathematics or science teacher. The data revealed that classroom teachers are inclined to utilize PBL when they work in a school where PBL is emphasized, feel supported by their principal, and teach in classrooms with high achieving students. Some of their barriers include time constraints and a low number of veteran teachers using PBL. The graduates did report benefits to being trained in PBL strategies in their teacher preparation program, although that has not necessarily translated into using PBL in their current classrooms. Much of this is consistent with recent literature about PBL; what this adds is the unique perspective of two urban teacher preparation programs whose curricula were designed to equip the teachers to effectively integrate both inquiry and project-based learning. Even still, there are significant challenges.