Action Research Teacher Training Within a Project-Based Learning Paradigm

Abstract

In response to socioeconomic, technological, and sustainability related challenges, schools and education systems are undergoing significant transformation. As a result, teachers are increasingly being asked to deliver innovative pedagogies such as Project Based Learning to help develop twenty-first century competencies that support effective real-world action in students. However, many educators possess no experience as students in project-based classrooms, which may result in a lack of mental frameworks pertaining to this distinctive educational methodology. This action research study explored how action research, framed within a project-based paradigm, may not only improve professional practice but also help faculty develop a better understanding of PBL. Data were gathered through semi-structured interviews from 8 high school teachers and 2 professional development instructors in Beijing, China after they completed a self-paced action research teacher training set within a PBL paradigm. Findings suggested that the teachers not only experienced self-reported gains in pedagogical knowledge and teaching techniques that were the central purpose of their projects, but also gained understanding around action research, the value of collaboration with both colleagues and students, and Project Based Learning theory and practice. Connecting action research to project-based learning utilizing PBL design elements, teaching techniques, and project management structures assisted the participants in their own projects and produced transfer learning for their own classrooms. This study contributed to the scholarly discourse on training for action research by highlighting the perceived opportunities, challenges, and supports from the perspective of teachers as well as exploring the intersections between action research, PBL, and PBL teaching techniques such as utilization of project management processes and visualization methods.