Teachers as Participatory Designers: Ensuring Sustainability of Learning in the Long Run

• In Event: Teachers as Designers for New Models of Professional Development

Abstract

This paper reports a research study that investigated effectiveness of a problem-based learning (PBL) programme on teachers’ conception of PBL. The programme was designed to enhance understanding of PBL and develop expertise in the design of PBL instruction. Twenty-eight teachers participated in the study. They participated in an in-service training and then got involved in designing PBL instruction. A survey comprising open-ended questions was distributed three times over three years, and interviews were conducted with the participants. A qualitative content analysis was performed to understand what dimensions of PBL were evident in teachers’ responses. Initial results indicate that in-service trainings must be supported by teachers’ involvement in designing instruction in order to ensure sustainability of learning on the long run.

Authors

• Mahir Akgun, The Pennsylvania State University

• Gulsum Gul Comert, Middle East Technical University