Session Information
32 SES 08 B, Teachers' Needs as Organizational Challenges
Paper Session
Contribution
Living in a period of global and social risks, Kazakhstan is among the top ten countries in the education development index, but at the World Economic Forum “Exploring 21st Century Skills Differences”, it is in the group of countries with a low level of cognitive and emotional intelligence of students.It is possible to overcome modern global and social risks through the introduction of Problem Based Learning (PBL) aimed at the development of skills of the 21st century. This is confirmed by the conceptual ideas of Karen's (2009) article (1), which states that the use of PBL enhances the students’ communication skills, critical thinking skills, problem solving skills, group work and self-regulation (Wells, Samantha H. et.al, 2011) (2).
Globalization has caused organizational risks, as the professional competencies of teachers are not sufficiently formed to teach students to interact with the world of VUCA. Than Them Soon (2018) insists on rethinking the way we educate graduates, in order for them to be able to adapt to the new jobs that will come (3). Dylan William (2008) notes that “knowledgeable but not effective teachers create a standard model of teacher professional development” (4).
The purpose of this article is to present the results of organizational innovations of professional development of teachers for the implementation of PBL in the world of VUCA in the framework of school courses based on Nazarbayev Intellectual School of Physics and Mathematics Taraz.
Global risks forced the school to reconsider the organization of professional development of teachers. The school has creative laboratories for teachers and intraschool refresher courses. First, teachers determine the goals of professional development for the academic year based on the needs and abilities of the students. The school administration analyzes the needs of teachers and forms groups for intraschool courses. Creative laboratories headed by experts develop course programs and put them into practice, forming a professional community. The community is engaged in research in actions aimed at interacting with the world of VUCA.In 2017, our initiative group created a creative laboratory for introducing problem-based learning to develop students' skills of the 21st century, taking into account global and social risks. We have developed a PBL teacher training program and conducted a series of courses inside the school. The program of an intraschool course is designed for 5 weeks. During training, teachers attended classes and gave feedback. Everyone kept a diary with reflections that reflects the progress of the students in interaction with the world of VUCA and the achievement of the objectives of the curriculum.
In 2016, a study was conducted of the influence of PBL on the development of students' self-efficacy. In 2017, we investigated what difficulties of introducing PBL teachers had. The identified problems allowed to review the support of schoolteachers and organize intraschool courses, and to issue a reference book and create a network community through the social network Google. In 2018, the role of intra-school PBL courses for the professional development of teachers and the effectiveness of interaction of teachers with stakeholders was investigated. In 2019, the goal of the study is to study how members of the professional community cope with virtualization and globalization after completing their intra-school courses, because the school is part of the international school community, and its students are citizens of the whole world.
This study attempts to address the following issues:
1. Do school courses on PBL implementation contribute to the professional development of teachers in the world of global and social risks?
2. Does the creative laboratory of PBL implementation provide cooperation between school teachers, region and University teachers?
Method
The study was conducted on the basis of NIS PhM (Nazarbayev Intellectual School of Physics and Mathematics) Taraz, where PBL method is practiced for 5 years and experience is broadcast for schools in Taraz and Zhambyl region, through seminars, workshops and open lessons. Every year, summer trainings are held for teachers of Nazarbayev intellectual schools network throughout Kazakhstan, where our creative team of teachers talks about effective examples of PBL use in secondary and high school in the period of global and social risks of the modern world of VUCA. We used individual interviews, questionnaires, lesson observations and document analysis as research tools to gather relevant data (Cresswell, 2014). The study involved 50 school teachers in 7 subjects of natural science (biology, chemistry, physics, mathematics, computer science) with different experience, level of pedagogical skills, language of teaching (Russian, English, Kazakh) using the maximum variable sample. The main purpose of our observation was the process of teaching using PBL methodology to develop students ' skills in the 21st century to address global and social problems. With the help of questionnaires we studied the awareness of teachers about the method of PBL and carried out monitoring of the problems of teaching practice. Short-term plans were reviewed and feedback from students was provided. Analysis of documents on transfer of the experience to study the level of interaction between the teachers of the school with stakeholders. The study was conducted in strict compliance with all ethical principles and standards. Teachers confirmed their consent to participate in the study by means of a written consent form in which they were informed of the research objectives and its procedure. Teachers took part in the study voluntarily and could stop their participation at any time. The school administration has given its consent to the study and permission for the announcement of the school. The names of the participants are not disclosed and are confidential.
Expected Outcomes
The results of our study showed that 80% of teachers have gained sufficient confidence in using PBL in their lessons, 68% have acquired the skills to overcome social risks. Teachers noted positive dynamics in professional growth. According to them, step-by-step interaction within the creative laboratory from the student of in-school courses to the speaker at seminars of regional, Republican levels allowed teachers to consciously develop professional skills. 91% said that the effectiveness of school courses was to shift the focus from theoretical to practical training. Colleagues noted the cooperation of colleagues in the process of PBL implementation in the lesson at the stages of planning, teaching and reflection as particularly valuable. Moreover, small research groups were formed within the creative laboratory, considering the risks and difficulties faced by teachers. Research teams are working on Lesson study and Action research. The analysis of student performance, interview0s with teachers, and especially the observation of lessons demonstrates the constant progress of teachers in methodological and professional terms. According to the observations of the lesson, progress was established in 97% of teachers. Teachers shifted the focus of teaching to student-centered learning, actively developing 21st century skills through solving global and social problems. An additional positive aspect, according to teachers, was the format of training courses, did not require additional time investments after work, all activities were carried out within the framework of a holistic approach to professional development, starting with the goal of professional development. 67% of teachers felt the support of not only the creative laboratory staff, but also the school administration through methodological assistance and organizational aspects in the school. Thus, by implementing PBL, teachers are taking a big step towards overcoming global and social risks of the modern world, developing in students and in themselves the abilities of craters.
References
1. Yehle, Karen S. and Plake, Kimberly, "Self-Efficacy and Educational Interventions in Heart Failure: A review of the Literature" (2010). School of Nursing Faculty Publications. Paper 19. 2. Wells, S., Warelow, P., & Jackson, K. (2009). Problem based learning (PBL): A conundrum. Contemporary Nurse, 33(2), 191-201. 3. Tan Thiam Soon, “Lifelong learning for a ‘VUCA’ world” (2018). The Engineer, June 2018 | MCI (P) 009/03/2018, рaper 48. 4. Wiliam, D. (2007/2008, December/January). Changing classroom practice. Educational Leadership, 65(4), 36-42.
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