In project-based, interdisciplinary engineering courses, teachers face the challenge of not only imparting technical knowledge but also facilitating effective project- and teamwork. In this study we conducted a thematic qualitative analysis of 11 teachers' reflections on interdisciplinary project-based learning (PjBL). The results show that teachers appreciated PjBL as a means to motivate students and that one challenge was handling differences in terms of student disciplinary background. While most teachers did not see a need for further training, teachers who did identify such needs also seemed to already apply a wider range of PjBL teaching strategies. We discuss the implication of our findings for both practitioners and researchers.
Kjellberg, M., O'Connell, M., Bergman, B., & Stohr, C. (2023). Teachers’ Reflections On Their Experiences Teaching Interdisciplinary Project-Based Courses. European Society for Engineering Education (SEFI). https://doi.org/10.21427/1C6T-W684
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