A Staff Education and Development Programme to Support PBL

Abstract

Republic Polytechnic (RP) is a learning institution dedicated to helping learners engage conceptually and socially through the problem-based learning (PBL) approach. Given both the pervasive and immersive way the institution has embraced this pedagogy through the “One-day, one-problem” approach, setting up a parallel programme to support academic staff in designing and facilitating PBL activities is equally important. This chapter explores the issues surrounding teacher development and education frameworks, learning methods and quality assurance within a PBL environment and proposes a model of staff development focused on critical reflection, peer feedback and continued teacher education so as to develop competent PBL practitioners and leaders who can become specialists in the areas of facilitation and curriculum design. The staff development model is organised around three phases: (1) a staff development and training programme; (2) two certificate programmes in facilitation and problem-crafting; and (3) a coaching and leadership programme. The rest of this chapter examines these programmes in detail and their impact on supporting academic staff in making a successful transition to a PBL environment. Using data from student and staff surveys, peer observations, certification interviews and training evaluation forms, they provide critical insights into how to facilitate change to a PBL model and develop a culture of reflective practice, open sharing and transformational learning.