Mësimdhënia me bazë projektin: përvojat e mësimdhënësve fillestarë në kosovë

Osman Buleshkaj

doi:10.62928/kp.v15i2.6023

Autorët

Osman Buleshkaj

DOI:

https://doi.org/10.62928/kp.v15i2.6023

Abstract

Ky studim rasti cilësor kishte për qëllim të hulumtojë përvojat e mësimdhënësve fillestarë në Kosovë gjatë aplikimit të metodologjisë së mësimdhënies me bazë projektin, në realizim të kurrikulës së bazuar në kompetenca. Duke u fokusuar në strategjitë dhe metodat e përdorura për të lehtësuar procesin e mësimdhënies me bazë projektin, hulumtimi synon të thellojë të kuptuarit e sfidave dhe përvojave të mësimdhënësve fillestarë që ishin pjesë e këtij studimi. Pjesëmarrës në studim ishin 29 studentë mësimdhënës të programit master shkencor të Fakultetit të Edukimit. Këta mësimdhënës të rinj, të angazhuar në shkolla dhe institucione të ndryshme edukative-arsimore, mbulojnë nivelin e parë të arsimit parauniversitar, nga klasa parafillore deri në klasën e pestë. Analiza e të dhënave u bazua në planet e projekteve nga ekipet e mësimdhënësve pjesëmarrës, vëzhgimet reciproke midis kolegëve, si dhe reflektimet e bëra para, gjatë dhe pas zbatimit të projekteve. Në këtë mënyrë u identifikuan aspekte kyçe për të kuptuar format e përshtatjes dhe zbatimin e mësimdhënies me bazë projektin në kontekstin e arsimit fillor në Kosovë. Rezultatet vënë në pah përvojat e mësimdhënësve gjatë fazës së planifikimit të projekteve në grupe, zbatimin në klasë dhe në lëndë të ndryshme, vëzhgimin dhe ndihmën reciproke në mes të kolegëve, si dhe reflektimet e bëra në faza të ndryshme të realizimit të projektit. Këto analiza zbuluan njohuritë dhe aftësitë e mësimdhënësve për menaxhim të klasës dhe integrim të mësimdhënies me bazë projektin në praktikën e tyre të mësimdhënies. Gjetjet përmes reflektimeve ofrojnë, gjithashtu, ide dhe mundësi për zhvillim personal dhe profesional, të nevojshëm për të ndihmuar mësimdhënësit të adresojnë sfidat dhe përmirësojnë praktikat e mësimdhënies. Aplikimi i mësimdhënies me bazë projektin në shkollat me mësimdhënës pa normë të plotë pune ofron mundësi për të adresuar një formë kreative të plotësimit të kohës së tyre të nevojshme në mësimdhënie.

Keywords:

mësimdhënia me bazë projektin, metodologjia e mësimdhënies, kurrikula e bazuar në kompetenca, mësimdhënës fillestar, vëzhgimi nga kolegët, reflektimi.

Downloads

Download data is not yet available.

References

Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135.
Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.
Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.
Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346–370
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.
Crow, J., & Smith, L. (2005). Co-teaching in higher education: reflective conversation on shared experience as continued professional development for lecturers and health and social care students. Reflective Practice: International and Multidisciplinary Perspectives, 6(4), 491-506.
David, J.L. (2008). What Research Says About/Project-Based Learning. Educational Leadership Teaching Students to Think, 65, 5, 80-82
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Open University Press
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. MacMillan.
Dolmans, D., De Grave, W., Wolfhagen, I., &Vleuten, C. (2005). Problem-based learning: future challenges for educational practice and research. Medical Education, 39, 732–741.
Fosnot, C. T. (Ed.). (2005). Constructivism: theory, perspectives, and practice (2nd ed.). Teachers College Press.
Fullan, M., & Hargreaves, A. (1991). What’s worth fighting for? Working together for your school. Ontario Public School Teachers’ Federation.
Gardiner, W. (2010). Mentoring two student teachers: mentors’ perceptions of peer placements. Teaching Education, 21(3), 233-246.
Gardiner, W., & Robinson, K. (2010). Partnered field placements: collaboration in the “real world”. The Teacher Educator, 45(3), 202-215.
Gläser, J., & Laudel, G. (2013). Life With and Without Coding: Two Methods for Early-Stage Data Analysis in Qualitative Research Aiming at Causal Explanations. Forum Qualitative Sozialforschung. https://www.researchgate.net/publication/236345335_Life_With_and_Without_Coding_Two_Methods_for_Early Stage_Data_Analysis_in_Qualitative_Research_Aiming_at_Causal_Explanations
Goodson, I. (2000). The principled professional. Prospects, 30(2), 43-50Grossman, P., Pupik Dean, G., Kavanagh, S., Herrmann, Z. (2019). Preparing teachers for project-based teaching. Phi Delta Kappan, 100 (7), 43–48.
Gurman, E. B. (1989). The effect of prior test exposure on performance in two instructional settings. The Journal of Psychology, 123(3), 275—78.
Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects, Teachers and Teaching, 1-19.
Hargreaves, A., & Dawe, T. (1990). Paths of professional development: Contrived collegiality, collaborative culture and the case of peer coaching. Teaching and Teacher Education, 4, 2.
Hatcher, T., Hinton, B., & Swartz, J. (1996). Graduate student’s perceptions of university team-teaching. The College Student Journal, 30(3), 367—376.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112
Katz, L. G., & Chard, C. (2000). Engaging Children’s Minds: The Project Approach (2nd ed.). Ablex Publishing Corporation.
Klette, K. (1997). Teacher Individuality, Teacher Collaboration and Repertoire Building: some principal dilemmas. Teachers and Teaching, 3(2), 243–256.
Krajcik, J., Czerniak, C. (2018). Teaching Science in Elementary and Middle School. Routledge.
Kurtts, S. A., & Levin, B. B. (2000). Using peer coaching with preservice teachers to develop reflective practice and collegial support. Teaching Education, 11(3), 297-310.
Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. Association for Supervision & Curriculum Development.
Leana, C. (2011). The missing link in school reform. Stanford Social Innovation Review, 9(4), 34
Leat, D. (2017). Enquiry and project-based learning. Routledge.
Licklider, B. L. (1995) The effects of peer coaching cycles on teacher use of complex teaching skill and teacher’s sense of efficacy. Journal of Personnel Evaluation in Education, 9, 55–68.
Lincoln Y. S., & Guba E. G. (1985). Naturalistic inquiry. Sage.
Loughran, J. J. (1996). Developing reflective practitioners: Learning about teaching and learning through modelling. Falmer.
Mezirow, J. (1992). Transformation theory: Critique and confusion. Adult Education Quarterly, 42(4), 250–252.
Morgan, R., Capraro, M. M., & Capraro, R. M. (2013). STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach. Sense Publishers.
Organization for Economic Cooperation and Development. (2011). Strong performers and successful reformers in education: Lessons from PISA for the United States. OECD.
Rivkin, S. G., E. A. Hanushek, and J. F. Kain (2005). Teachers, schools, and academic achievement. Econometrica 73(2), 417–458.
Robbins, P. (2015). Peer coaching : to enrich professional practice, school culture, and student learning. ASCD.
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 4(4), 842–66.
Sandholtz, J. (2000). Interdisciplinary team teaching as a form of professional development. Teacher Education Quarterly, 39-54.
Saylor, .C (1990). Reflection and professional education art, science, and competency. Nurse Educator 15(2), 8-1.
Schon, D. (1987). Educating the Reflective Practitioner. Jossey-Bass.
Smith, J. (2004). Developing paired teaching placements. Educational Action Research, 12(1), 99-125.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Vogler, J., Thompson, P., Davis, D., Mayfield, B., Finley, P.,& Yasseri, D. (2018).The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science,46(3), 457–488.
Wilson, G. B. (1996). Constructivist Learning Environment Educational Technology. Publications Englewood Cliffs.
Dokumente të politikave:
Ministria e Arsimit, e Shkencës dhe e Teknologjisë. (2016a). Korniza Kurrikulare e Arsimit Paraniversitar të Republikës së Kosovës. MAShT, Prishtinë. Marrë nga: https://masht.rks-gov.net/wp-content/uploads/2022/06/korniza-kurrikulare-finale.pdf
Ministria e Arsimit, e Shkencës dhe e Teknologjisë. (2016b). Kurrikula Bërthamë për klasën përgatitore dhe arsimin fillor të Kosovës (klasat 0, I, II, III, IV dhe V). MAShT, Prishtinë. Marrë nga: https://masht.rks-gov.net/wpcontent/uploads/2022/06/kurrikula-berthame-1-finale-2.pdf

References

Aaronson, D., Barrow, L., & Sander, W. (2007). Teachers and student achievement in the Chicago public high schools. Journal of Labor Economics, 25(1), 95–135.

Baeten, M., & Simons, M. (2014). Student teachers’ team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.

Boyatzis, R. (1998). Transforming qualitative information: Thematic analysis and code development. Sage.

Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: Teacher peer coaching in grades 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346–370

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Routledge.

Crow, J., & Smith, L. (2005). Co-teaching in higher education: reflective conversation on shared experience as continued professional development for lecturers and health and social care students. Reflective Practice: International and Multidisciplinary Perspectives, 6(4), 491-506.

David, J.L. (2008). What Research Says About/Project-Based Learning. Educational Leadership Teaching Students to Think, 65, 5, 80-82

Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. Open University Press

Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. MacMillan.

Dolmans, D., De Grave, W., Wolfhagen, I., &Vleuten, C. (2005). Problem-based learning: future challenges for educational practice and research. Medical Education, 39, 732–741.

Fosnot, C. T. (Ed.). (2005). Constructivism: theory, perspectives, and practice (2nd ed.). Teachers College Press.

Fullan, M., & Hargreaves, A. (1991). What’s worth fighting for? Working together for your school. Ontario Public School Teachers’ Federation.

Gardiner, W. (2010). Mentoring two student teachers: mentors’ perceptions of peer placements. Teaching Education, 21(3), 233-246.

Gardiner, W., & Robinson, K. (2010). Partnered field placements: collaboration in the “real world”. The Teacher Educator, 45(3), 202-215.

Gläser, J., & Laudel, G. (2013). Life With and Without Coding: Two Methods for Early-Stage Data Analysis in Qualitative Research Aiming at Causal Explanations. Forum Qualitative Sozialforschung. https://www.researchgate.net/publication/236345335_Life_With_and_Without_Coding_Two_Methods_for_Early Stage_Data_Analysis_in_Qualitative_Research_Aiming_at_Causal_Explanations

Goodson, I. (2000). The principled professional. Prospects, 30(2), 43-50Grossman, P., Pupik Dean, G., Kavanagh, S., Herrmann, Z. (2019). Preparing teachers for project-based teaching. Phi Delta Kappan, 100 (7), 43–48.

Gurman, E. B. (1989). The effect of prior test exposure on performance in two instructional settings. The Journal of Psychology, 123(3), 275—78.

Hargreaves, A. (2019). Teacher collaboration: 30 years of research on its nature, forms, limitations and effects, Teachers and Teaching, 1-19.

Hargreaves, A., & Dawe, T. (1990). Paths of professional development: Contrived collegiality, collaborative culture and the case of peer coaching. Teaching and Teacher Education, 4, 2.

Hatcher, T., Hinton, B., & Swartz, J. (1996). Graduate student’s perceptions of university team-teaching. The College Student Journal, 30(3), 367—376.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112

Katz, L. G., & Chard, C. (2000). Engaging Children’s Minds: The Project Approach (2nd ed.). Ablex Publishing Corporation.

Klette, K. (1997). Teacher Individuality, Teacher Collaboration and Repertoire Building: some principal dilemmas. Teachers and Teaching, 3(2), 243–256.

Krajcik, J., Czerniak, C. (2018). Teaching Science in Elementary and Middle School. Routledge.

Kurtts, S. A., & Levin, B. B. (2000). Using peer coaching with preservice teachers to develop reflective practice and collegial support. Teaching Education, 11(3), 297-310.

Larmer, J., Mergendoller, J., & Boss, S. (2015). Setting the standard for project based learning. Association for Supervision & Curriculum Development.

Leana, C. (2011). The missing link in school reform. Stanford Social Innovation Review, 9(4), 34

Leat, D. (2017). Enquiry and project-based learning. Routledge.

Licklider, B. L. (1995) The effects of peer coaching cycles on teacher use of complex teaching skill and teacher’s sense of efficacy. Journal of Personnel Evaluation in Education, 9, 55–68.

Lincoln Y. S., & Guba E. G. (1985). Naturalistic inquiry. Sage.

Loughran, J. J. (1996). Developing reflective practitioners: Learning about teaching and learning through modelling. Falmer.

Mezirow, J. (1992). Transformation theory: Critique and confusion. Adult Education Quarterly, 42(4), 250–252.

Morgan, R., Capraro, M. M., & Capraro, R. M. (2013). STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach. Sense Publishers.

Organization for Economic Cooperation and Development. (2011). Strong performers and successful reformers in education: Lessons from PISA for the United States. OECD.

Rivkin, S. G., E. A. Hanushek, and J. F. Kain (2005). Teachers, schools, and academic achievement. Econometrica 73(2), 417–458.

Robbins, P. (2015). Peer coaching : to enrich professional practice, school culture, and student learning. ASCD.

Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 4(4), 842–66.

Sandholtz, J. (2000). Interdisciplinary team teaching as a form of professional development. Teacher Education Quarterly, 39-54.

Saylor, .C (1990). Reflection and professional education art, science, and competency. Nurse Educator 15(2), 8-1.

Schon, D. (1987). Educating the Reflective Practitioner. Jossey-Bass.

Smith, J. (2004). Developing paired teaching placements. Educational Action Research, 12(1), 99-125.

Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.

Vogler, J., Thompson, P., Davis, D., Mayfield, B., Finley, P.,& Yasseri, D. (2018).The hard work of soft skills: augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science,46(3), 457–488.

Wilson, G. B. (1996). Constructivist Learning Environment Educational Technology. Publications Englewood Cliffs.

Dokumente të politikave:

Ministria e Arsimit, e Shkencës dhe e Teknologjisë. (2016a). Korniza Kurrikulare e Arsimit Paraniversitar të Republikës së Kosovës. MAShT, Prishtinë. Marrë nga: https://masht.rks-gov.net/wp-content/uploads/2022/06/korniza-kurrikulare-finale.pdf

Ministria e Arsimit, e Shkencës dhe e Teknologjisë. (2016b). Kurrikula Bërthamë për klasën përgatitore dhe arsimin fillor të Kosovës (klasat 0, I, II, III, IV dhe V). MAShT, Prishtinë. Marrë nga: https://masht.rks-gov.net/wpcontent/uploads/2022/06/kurrikula-berthame-1-finale-2.pdf

Mësimdhënia me bazë projektin: përvojat e mësimdhënësve fillestarë në kosovë

Autorët

DOI:

Abstract

Keywords:

Downloads

References

References

Downloads

Published

How to Cite

Numër

Section

License

rrethprojektit

Rreth revistës

mostviewed

Language

Current Issue

Information