Sharing responsibilities in project-oriented learning in elementary schools: Reality or illusion?
The curricular reform that took place in Quebec public schools promoted the use of new educational strategies, such as project-oriented learning. As a result, important changes occurred in the organizational functioning of many schools. Our qualitative research explored the different ways schools undertook the implementation of project-oriented learning. We chose to use a case study, allowing us to examine the way five public elementary schools chose to implement a project-oriented pedagogy. The results indicate that in this process, teachers seem to undertake more responsibilities than students and principals. The development of a co- responsibility among all the stakeholders (teachers, principals, students) in managing the implementation of different projects, could be an interesting way to insure a more cohesive use of this particular pedagogy.