How Teachers Can Be Competent for PBL (Project-Based Learning): A Mixed-Method Study on a Competence Model for PBL Teachers in China

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Teacher's Beliefs, Practices, and Competences in Project-Based Learning (Table 20)

Abstract

This study explored the competence model for teachers to execute project-based learning in China. Qualitative interviews on 18 PBL teachers in 4 primary schools and 2 junior secondary schools in Shanghai were conducted to preliminary analysis the elements of competence for PBL teacher. The Delphi and AHP were adopted to establish the competence model for PBL teacher and confirm and weighted coefficient of each index. Follow-up questionnaire survey on 735 PBL teachers was administered to verify the scientific and validity of the competence model. Results show that the model of competence for PBL teachers was comprised of 5 first-level components (PBL cognitive competence, project design competence, project management competence, learning facilitation competence, and teaching research competence) and 20 second-level components.

Author

• Xinyu Gao, East China Normal University