Teacher Training for Interdisciplinary Project Based Learning: A Professional Development Case Study

Abstract

This research explored Project Based Learning (PBL) teacher training for 13 teachers to prepare them to lead a two-week intensive PBL course for 100 high school students from across mainland China, Hong Kong, and Taiwan. The training program was designed to build sufficient content and pedagogical knowledge to deliver an interdisciplinary program on 21st century leadership linked to a variety of issues including the fourth industrial revolution; the Sustainable Development Goals; transformative computing technologies such as Artificial Intelligence, blockchain, and quantum computing; biotechnology; and the rise of China through organizations such as BRICS and policies such as The Belt and Road Initiative. Content also included leadership, such as the application of agile leadership theory, project management, collaboration protocols, active listening, and public speaking. Due to the interdisciplinary nature of the content, teachers were trained using a PBL approach in which they investigated PBL teaching practices and design concepts in reflective cycles interspaced with taking the role of students in the program they would later be teaching. Data were collected though observation notes, questionnaires, and post-program surveys that explored the acquisition of content knowledge, pedagogical knowledge, and pedagogical content knowledge. Results suggest strong acquisition of target knowledge, skills, and attitudes. This model may be an effective option for institutions incorporating training in PBL teaching techniques, particularly in situations in which the course content is interdisciplinary and therefore outside teachers’ normal subject areas.



Author Information
Russell Hazard, NIT Education, China
Liu Li, NIT Education, China

Paper Information
Conference: ACEID2024
Stream: Professional Training

This paper is part of the ACEID2024 Conference Proceedings (View)
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To cite this article:
Hazard R., & Li L. (2024) Teacher Training for Interdisciplinary Project Based Learning: A Professional Development Case Study ISSN: 2189-101X – The Asian Conference on Education & International Development 2024 Official Conference Proceedings https://doi.org/10.22492/issn.2189-101X.2024.34
To link to this article: https://doi.org/10.22492/issn.2189-101X.2024.34


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Posted by James Alexander Gordon