Can online professional development increase teachers' success in implementing project-based learning in south China?

Houbin Fang, Lili Wang, Qi Zhou
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Abstract

PurposeThe 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/approachParticipants 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.FindingsConsistent 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/valueThis 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.
在线专业发展能提高华南地区教师实施项目学习的成功率吗?
目的评价在线PD治疗PBL的效果。研究人员希望调查为期五天的国际在线PBL培训是否能帮助教师在课堂上实施PBL。其次,研究人员旨在确定培训是否为教师提供了足够的知识和支持,以确保PBL的成功实施。设计/方法/方法参与者接受了5天(20小时)的在线PBL培训,由一名研究人员和三名一线教师创建。7名教练分为4组,对应4组参与者。A组包括一年级和二年级教师,B组包括三年级和四年级教师,C组包括五年级和六年级教师,D组包括七年级到九年级教师。在培训开始和结束时,所有参与者都接受了完全相同的调查。研究结果与之前的研究结果一致,这个为期五天的互动PD项目在提高教师计划和实施PBL项目的知识和能力方面是有效的。具体而言,结果表明教师对PBL的知识水平从对名称含义的肤浅理解转变为对PBL基本概念、教学价值、PBL项目具体过程的更深入、更全面、更具体的理解。此外,PD项目提高了教师在跨年级和学科领域规划和实施PBL项目的舒适度和能力。原创性/价值本研究支持了先前的研究结果,即虚拟PD程序可以与面对面的程序一样有效。此外,本研究还发现了中美两国通过在线形式进行PBL培训的有效性,这是以前没有进行过的。这些积极的成果将被用来推动未来的国际在线合作。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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