Pixel International Conferences

As part of a research project on oral literacy integrated with project-based learning, we accompanied ten primary school teachers in planning projects for their students. Our research objectives were to encourage teachers to question themselves when planning projects, and to use different tools to develop oral literacy within these projects. Before and after a twelve-week coaching period, we conducted interviews to paint a picture of the changes perceived by teachers regarding oral literacy, project-based learning, their ability to self-question when planning projects and to observe the evolution of oral literacy in their students. In this communication we will present the problem, the theoretical framework, the support system, and some research results based on the analysis of our interviews. We will also suggest ways in which in-service teacher training can help address the reality of teachers' resistance to change. 

Keywords: Self-questioning strategy, Project-based learning, oral literacy, planning

References

[1] Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.

[2] Granger, N. (2020). Les stratégies pédagogiques en littératie: un atout indéniable pour bonifier la planification de son enseignement et la réussite des élèves. Dans Granger, N., Portelance, L., et Messier, G. (2020).  Planifier son enseignement au secondaire. Montreal, Editions JFD. 

[3] Kokotsaki, D., Menzies, V. & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277.

[4] Lafontaine, L. Morissette, E. & Villeneuve-Lapointe, M. (2016). L’intégration de la littératie volet oral dans des pratiques de classe au préscolaire et au primaire québécois en milieu défavorisé. Les dossiers des sciences de l’éducation, http://journals.openedition.org/dse/1369.

[5] Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and instruction, 20(6), 487-497

[6]Soucy, E. (2023). Qu'en est-il des pratiques déclarées d'enseignants du primaire utilisant une approche intégrée du français? Canadian Journal for New Scholars in Education, 14(1).