IMPLEMENTING PROJECT BASED LEARNING (PBL) IN QATAR GOVERNMENTAL SCHOOLS - EFL TEACHERS’ DEFINITION AND PRACTICE

Abstract

The purpose of this study was to investigate teachers’ understatings, practices, and challenges at the initial stages of implementation of a state-wide Project Based Learning (PBL) program being implemented in Qatar’s primary government schools. Eleven English foreign language (EFL) teachers from three schools participated in the study. A qualitative research method was used for data generation, including interviews, classroom observations, and lesson plan analysis. Framework of PBL principles and challenges were used for data analysis. The findings of the study showed that the majority of the participants lacked both an appropriate understanding of PBL and prior experiences in its usage. These may be possible reasons that the teachers faced a number of challenges in the practice of initial implementation, such as identifying appropriate problems, providing materials that were needed, and organizing project scope within classroom time and the given conditions. In comparing three schools, the findings suggested that a supportive school environment that encourages collaboration among teachers could motivate teachers to develop suitable coping strategies that help them to maximize their learning through practicing PBL implementation. Finally, the study provides a list of recommendations that could support the long-term success of implementing pedagogical innovations. For example, PBL in Qatar and similar contexts including providing sufficient professional development activities so that teachers may experience PBL as learners, involving teachers in effective communication on and decisions in the implementation, and collaboration among peer teachers.