Reflections on the project implementation process in a primary school in rural area

Abstract

The purpose of the study is to examine the implementation of projects being one of the alternative assessment
tools in new curriculum. The research setting is a rural primary school where one of the researchers works as a teacher and
is accustomed to the environment. The sampling consists of 3 teachers, one of them is Turkish teacher, the second one is
science and technology teacher and the last one is classroom teacher. The qualitative data gathered were examined by a
content analysis consisting the phases of coding, finding themes and organizing the data with respect to the themes. Our
exploration has revealed the following findings: The teachers are not self-satisfied with their supervision to students in
project processes, none had a practical training on project studies in their undergraduate education, teachers often evaluate the
project reports via the students’ written exam scores and have difficulties assigning appropriate project tasks to their students.
We concluded that the teachers should take a long-term in-service education on the implementation and evaluation of project
studies and the orientation of the students