Globally, policy reform in education has recommended learner-centered pedagogy for more than a century, but its practical implementation remains an illusion in many classrooms. This study describes history teachers’ experiences while experimenting on project-based learning (PjBL) in Zimbabwe’s current curriculum reform initiative. Project-based learning has gained acceptance as an indispensable approach in developing learners’ 21st century skills of creativity, critical thinking, research, and problem-solving. Using a qualitative multiple-case study, four history teachers were observed and interviewed while implementing PjBL at four secondary schools in Zimbabwe. Results indicate policy failures with learner-centered pedagogy. Where some participants and their students had made significant progress, others had done very little at the time the policy reformers withdrew the projects. Feasibility studies could have circumvented some of the pitfalls experienced while enacting PjBL.

中文翻译：

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以学习者为中心的教学法的政策失败：津巴布韦基于项目的学习实验的案例研究

在全球范围内，一个多世纪以来，教育政策改革一直在推荐以学习者为中心的教学法，但其实际实施在许多课堂上仍然是一种幻想。本研究描述了历史教师在津巴布韦当前课程改革倡议中尝试基于项目的学习 (PjBL) 时的经验。基于项目的学习作为培养学习者 21 世纪创造力、批判性思维、研究和解决问题的技能的不可或缺的方法，已获得认可。使用定性多案例研究，在津巴布韦的四所中学实施 PjBL 时，观察和采访了四名历史教师。结果表明以学习者为中心的教学法的政策失败。一些参与者和他们的学生取得了显着进步，在政策改革者撤回项目时，其他人做得很少。可行性研究本可以规避在制定 PjBL 时遇到的一些陷阱。