Preparation and realisation of project-based learning with interdisciplinary
approach in educational practice is a complex and challenging process which
de?mands flexibility, openness, and persistence. The motivation of teachers
to try, by means of reflection and experimentation, to innovate their
educational practice pre?sents the base for this qualitative study. The goal
of our research was to understand the experience of the teachers in
preparation and realisation of project-based learning based on
interdisciplinary approach, with the support of facilitators. The research
was carried out by using the process of facilitation during school year
2018/2019 in a primary school in the centre of Belgrade. The participants
were three teachers (of Serbian language and literature, Russian language,
and music culture), as well as associates of the Institute for Educational
Research with roles of facilitators and researchers. We used the group
interview technique and semi-structured guide for the facilitation of group
meetings. The interviews were audio-recorded, and their data were
transcribed. We identified three themes in the narratives of the teachers:
(1) beliefs of the teachers about project-based learning; (2) motivation and
emotions of the teachers and students engaged in project-based learning; (3)
challenges during preparation and implementation of project-based learning.
It was concluded that the beliefs of the teachers about project-based
learning had been changing over time with the support of facilitators, that
their experience had been marked by motivational and emotional oscillations
and that there had been numerous and various challenges during preparation
and realisation of the learning. Project-based learning demands
professional, motivational, emotional, and organisational support of various
partici?pants in autonomy-supportive climate at school.