Can Online Professional Development Increase Teachers' Success in Implementing Project-Based Learning In South China?

Autor/inn/en	Fang, Houbin; Wang, Lili; Zhou, Qi
Titel	Can Online Professional Development Increase Teachers' Success in Implementing Project-Based Learning In South China?
Quelle	In: Journal of Research in Innovative Teaching & Learning, 16 (2023) 1, S.100-114 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-1017
DOI	10.1108/JRIT-05-2022-0024
Schlagwörter	Online Courses; Faculty Development; Active Learning; Student Projects; Foreign Countries; Program Effectiveness; Elementary School Teachers; Secondary School Teachers; Knowledge Level; Self Efficacy; China + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Aktives Lernen; Schulprojekt; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Wissensbasis; Self-efficacy; Selbstwirksamkeit
Abstract	Purpose: The purpose of this study is to evaluate the effectiveness of one online PD in PBL. Researchers want to investigate if a five-day international online PBL training will prepare teachers to implement PBL in their classrooms. Secondly, the researchers aim to determine if the training provides teachers with sufficient knowledge and support to ensure successful PBL implementation. Design/methodology/approach: Participants were given a 5-day (20 h) online PBL training created by one of the researchers with three frontline teachers. Seven trainers are divided into four groups for four groups of participants. Group A included Grade 1 and Grade 2 teachers, Group B included Grade 3 and Grade 4 teachers, Group C included Grade 5 and Grade 6 teachers, and Group D consisted of Grades 7 through 9 teachers. All the participants were given exactly the same surveys at the beginning and the end of the training. Findings: Consistent with previous studies comparing in person and virtue PD programs, this five-day interactive PD program was effective in increasing teachers' knowledge of and ability to plan and implement PBL projects. Specifically, results showed that teachers' knowledge level of PBL shifted from a shallow understanding of what the name implies to a deeper, more comprehensive, and more concrete understanding of PBL essential concepts, its pedagogical values, specific process involved in a PBL project. In addition, the PD program increased teachers' comfort level and ability of planning and implementing PBL projects across grade levels and subject areas. Originality/value: This research study supported the previous study results that virtual PD programs can be as effective as in person programs. Further, this is the study discovered the effectiveness of PBL training between the US and China through online format, which has not been conducted literately before. The positive results will be used to promote the online collaboration internationally in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01