DEVELOPMENT OF A PROFESSIONAL TRAINING COURSE TO ENHANCE PJBL COMPETENCIES OF TEACHERS AT A TECHNICAL UNIVERSITY

Ekaterina Gradaleva, Marina Polukhina

Abstract


The research is aimed at designing a professional development course where special emphasis is laid upon teacher preparation for international project activities. A poll has been conducted to find out whether technical university teachers are inclined to using project-based learning (PJBL) in the classroom. It shows that in reality most of them don’t have a holistic view of the approach. They mention the lack of a methodological base, language skills and ICT practice to integrate innovative techniques into their teaching. It becomes obvious that there is a need to rethink the design of teacher preparation to cultivate educators who are able to demonstrate PJBL practices and be effective in preparing students for the project-based world. To better understand the ways of orienting teachers toward the project-based approach a set of teacher competencies has been specified. It comprises motivation, personal qualities and models of behavior that help an educator make the transition to new methods of teaching, methodological knowledge, XXI century skills (critical thinking, creativity, collaboration, communication, problem-solving, decision making), transnational communicative competencies (linguistic, rhetoric, cultural, media). These components serve as a basis for the professional development course content. As a result, it is proposed to include three major units for training: PJBL Methodology; Professional English and Intercultural Communication; Information and Communication Technologies.


Keywords


PJBL competencies; professional development course; project-based approach; Pyramid of PJBL Teacher Development; XXI century competencies

Full Text:

PDF

References


Adey, P., Hewitt, G., Hewitt, J., & Landau, N. (2004). The professional development of teachers: Practice and theory. Dordrecht: Kluwer Academic.

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83, 2, 39-43.

Clark, B.A. (2017). Project-based Learning: Assessing and Measuring Student Participation. Research and Evaluation in Literacy and Technology, 39. Retrieved from https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1041&context=cehsgpirw.

English, M.C. & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 127-150.

Houston, M. (2017). Re-Imagining Linguistic Competence and Teaching Towards Communicative Success in Transnational and Translingual Spaces of Today's Global Reality. Crosspol Journal, 3(1), 18-35.

Jesus, S.N. & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54, 119-134.

Kapranova, V.A. (2014). Project-based Learning at Universities: Historical and Technological Aspects. Izvestia VGPU, 3(264), 78-80.

Kavlu, A. (2017). Implementation of Project Based Learning (PJBL) in EFL (English as a Foreign Language) Classrooms in Fezalar Educational Institutions (Iraq). International Journal of Social Sciences & Educational Studies, 4(2), 67-79.

Kopytova, N.E. (2012). Teacher Professional Development: Current Standing and Problems. Vestnik TGU – Bulletin of Tambov University, 4(108), 108-117.

Krasinskaya, L.F. (2011). Teacher Professional Development: a Model of Implementing a Competency-based Approach. Vysshee Obrazovanie v Rossii – Higher Education in Russia, 7, 75-80.

Lam, S.F., Cheng, R.W.Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and Instruction, 20(6), 487-497.

Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural Differences between Intrinsic Reasons for Doing Versus Extrinsic Reasons for Doing: an FMRI Study. Neurosci Res, 73(1), 68-72. doi:10.1016/j.neures. 2012.02.010

Liebtag, E. & Vander Ark, T. (2016). Preparing Teachers for a Project-based World. US: Getting Smart.

Lopukhova, J. & Makeeva, E. (2019). University Teacher Professional Development in the Digital World. Advances in Intelligent Systems and Computing, 917, 514-524.

Martinez, J.E. (2017). The Search for Method in STEAM Education. Palgrave Studies in Play, Performance, Learning, and Development, 21-33.

Patton, A. (2012). Work that Matters: the Teacher’s Guide to Project-based Learning. London: Paul Hamlyn Foundation.

Philen, J. (2016). Implementing Meaningful And Sustainable Project Based Learning Pedagogy (Doctoral Dissertation). All Theses and Dissertations. 103. Retrieved from https://dune.une.edu/theses/103/

Polat, E.S., Bukharkina, M.Yu., Moiseeva, M.V., Petrov, A.E. (2009). New Pedagogical and Information Technologies in Education. Moscow: Akademia.

Powell, A., Rabbitt, B., Kennedy, K. (2014). iNACOL Blended Learning Teacher Competency Framework. Vienna. VA: iNACOL.

Railsback, J. (2002). Project-based Instruction: Creating Excitement for Learning.US: Northwest Regional Educational Laboratory.

Roessingh, H. & Chambers, W. (2011). Project-Based Learning and Pedagogy in Teacher Preparation. International Journal of Teaching and Learning in Higher Education, 23(1), 60-71.

Scherbakova, I.A. (2011). The Project Method in Teaching English: Interrelation of Learning and Practice. Kazanskiy pedagogocheskiy zhurnal– Kazan Pedagogical Journal, 5-6(89-90), 33-40.

Shvetz, I.M. (2014). Project Method. Peculiarities and Problems of Implementation at Universities. Vestnik of Lobachevsky State University of Nizhni Novgorod, 3(4), 235-240.

Strobel, J. & van Barneveld, A. (2009). When Is PJBL More Effective? A Meta-Synthesis of Meta-Analyses Comparing PJBL to Conventional Classrooms. The Interdisciplinary Journal of Problem-Based Learning, 3(1), 43-58.

Thomas, J.W. (2000). A Review of Research on Project-based Learning. Novato, CA: Buck Institute for Education.




DOI: http://dx.doi.org/10.17770/sie2020vol1.4810

Refbacks

  • There are currently no refbacks.