Assessing the Needs of Teacher Professional Development in Project-Based Learning

• In Event: Poster Session 14
  In Poster Session: Problem-Based Education SIG Poster Session: Problem-Based Learning in Teacher Education and Other University Contexts

Abstract

While project-based learning (PBL) is increasingly promoted for preparing students for the workforce, there is little current research on traditional teachers’ adoption of PBL. This study assesses the impact of PBL professional development undertaken by traditional school teachers attending a region-based, weeklong workshop. Research questions include: (1) What is the teachers’ learning experience in the workshop? (2) What are their perceptions of PBL, concerning its effectiveness in the classroom? (3) What are their perceptions of PBL as a method of preparing students for the workforce and college? To investigate, a team of researchers attended two week-long sessions, interviewed sixty-four people (teachers, administrators, workshop facilitators, workshop organizers, and community partners), observed workshop sessions, collected archival data, and surveyed participating teachers

Authors

• Peter Hogaboam, Indiana University

• Yonjoo Cho, Indiana University - Bloomington

• Yuhan Li