DOI: http://doi.org/10.26883/2010.212.3673

ПРОЕКТНО-БАЗИРАНОТО ОБУЧЕНИЕ В НАЧАЛЕН ЕТАП НА ОБРАЗОВАНИЕТО – АКТУАЛНА ПРОБЛЕМАТИКА

Николина Георгиева Търева
ОУ „Алеко Константинов“, Пловдив

PROJECT-BASED EDUCATION IN PRIMARY SCHOOL – CURRENT ISSUES

Nikolina Georgieva Tareva
Primary school “Aleko Konstantinov”, Plovdiv

Abstract: The proposed article reviews and characterizes the different roles which are performed by the teacher as one of the participants in the pedagogical interaction in project-based learning (PBL ). A comparative analysis is made of the influence of the teacher on the ongoing processes in the pupil group, depending on his role in PBL as a trainer, facilitator or coach in the course of training. The study examines a few models of communication between the teacher and the pupil teams in primary school, who are trained through project activities, contributing to both the acquisition of knowledge and practical skills, as well as the formation of social skills and competences.

Keywords: roles of the teacher, project-based learning, pedagogical interaction, team of pupils in primary school

References:

1. Knoll, M. (1991a). Europa-nicht Amerika: Zum ursprung der projektmethode in der pädagogik, 1702-1875. Pädagogische Rundschau, 45, 41-58.
2. Blumenfeld P. C. , Soloway E. , Marx R. W. , Krajcik J. S., Guzdial M. , Palincsar, A. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning // Educational Psychologist. 1991. Т. 26. № 3/4. p. 369
3. Dimitrova, G. (1994). Pedagogicheski osnovi na obshtuvaneto pri vazpitanieto. Sofia, Bulvest 2000
4. Boss, S., Larmer J., Project Based Teaching: How to Create Rigorous and Engaging Learning Experiences, Alexandia, Va: ASCD ; Novato, CA : Buck Institute for Education, 2018

(Endnotes)

1. https://www.iste.org/standards/iste-standards-for-teachers ISTE Standards for Educators.

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