Author(s)

May Britt Postholm

Programme for Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway.

The article Classroom management in project work focuses on the project work method and the teacher’s leader role in a lower secondary school. The main reason for focusing on this work method is that we must continuously learn and develop to keep up with societal developments. The article argues that education and training in school should enable and encourage pupils to use their curiosity and ask questions they want answers to, and in this way create a lifelong learning process when their formal schooling has come to an end. This leads to the project work method, which starts with a research question or problem formulation. The goal of teaching in lower secondary school in Norway is that it should be varied and practical, while the pupils should also experience it as relevant and challenging. The intention is that such a work form will increase pupil motivation and learning. The purpose of this article is to show how the project-work method may provide teaching that is varied, practical, relevant and challenging. Moreover, another aim is to highlight the teacher’s role as the leader of pupil learning in project work. The article is based on a qualitative case study where the empirical findings have been analysed according to Dewey’s and Vygotsky’s theories and to theories on classroom management.

Classroom Management, Teacher as Leader, Project Work, Qualitative Study

Postholm, M. (2015) Classroom Management in Project Work. Creative Education, 6, 2077-2089. doi: 10.4236/ce.2015.619212.