Power outage and project-based learning in an Argentine primary school: the key role of teachers

Authors

  • Maria de los Ángeles Fanaro Núcleo de Estudios Educacionales y Sociales - Facultad de Ciencias Humanas Universidad Nacional del Centro de la Provincia de Buenos Aires (NEES - UNCPBA) - Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET)
  • Juan Suasnábar  Núcleo de Estudios Educacionales y Sociales - Facultad de Ciencias Humanas Universidad Nacional del Centro de la Provincia de Buenos Aires (NEES - UNCPBA)
  • Mariana Elgue  Universidad Nacional del Centro de la Provincia de Buenos Aires (UNCPBA)

DOI:

https://doi.org/10.14409/ie.2021.14.e0006

Keywords:

PBL, pedagogical innovation, teacher, primary school

Abstract

This paper deals with a Project Based Learning (PBL) experience in an Argentine primary school that was the result of a massive and extended power outage. Our immersion in the field involved non-participant observations in teachers’ meetings and in classes either inside or outside the classroom. We provide a description of the whole project development, identifying all hallmarks of PBL and reflecting on how it operates in the school dynamics. A conclusion is drawn on the outstanding role of teachers’ attitudes and actions as conditioning factors for PBL development, and thus, on teachers as key actors in class innovation. Keywords: PBL; pedagogical innovation; teacher; primary school

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Published

2021-10-21

How to Cite

Fanaro, M. de los Ángeles, Suasnábar , J., & Elgue , M. (2021). Power outage and project-based learning in an Argentine primary school: the key role of teachers. Itinerarios Educativos, (14), e0006. https://doi.org/10.14409/ie.2021.14.e0006

Issue

No. 14 (2021): Itinerarios Educativos

Section

Experiences and projects

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