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 research was conducted at a bilingual school in Beijing, China. The training program was designed to build sufficient content and pedagogical knowledge to deliver an interdisciplinary program on 21st century leadership across 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 like BRICS and policies such as The Belt and Road Initiative. It included leadership skills such as 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 lesson 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 anonymous 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 other institutions incorporating training in PBL teaching, particularly in situations in which the course content is interdisciplinary and therefore outside teachers’ normal subject area.

Authors:
Russell Hazard, Beijing Aidi Teaching, Learning, & Innovation Center, China
Liu Li, NIT Education, China

About the Presenter(s)
Dr Russell Hazard is a School Administrator at Beijing Aidi Teaching, Learning, & Innovation Center in China

See this presentation on the full schedule – Thursday Schedule

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