title: In-service teachers' perceptions of project-based learning.
abstract: The study analyses teachers' perceptions of methods, teacher roles, success and evaluation in PBL and traditional classroom instruction. The analysis is based on empirical data collected in primary schools and vocational secondary schools. An analysis of 109 questionnaires revealed numerous differences based on degree of experience and type of school. In general, project-based methods were preferred among teachers, who mostly perceived themselves as facilitators and considered motivation and transmission of values central to their work. Teachers appeared not to capitalize on the use of ICT tools or emotions. Students actively participated in the evaluation process via oral evaluation.
authors: Institute of Education, University of Szeged, Petőfi S. sgt. 30-34, Szeged, 6722 Hungary.
authors: Anita
authors: A
authors: Habók
authors: Department of English Language Teacher Education and Applied Linguistics, University of Szeged, Szeged, Hungary.
authors: Judit
authors: J
authors: Nagy
keywords: In-service teachers’ perceptions; Project-based learning; Traditional classroom instruction