HOW CAN PROJECT-BASED LEARNING (PBL) ENHANCE VET TEACHER’S SKILLS FOR THE FUTURE?
This article was inspired by an ERASMUS+ workshop in May 2022 (‘New Skills for VET Teachers’), in which the impact of work-based learning and working life on the skillset of VET teachers was discussed by representatives of colleges and universities from Finland, Scotland, Northern Ireland and the Netherlands. Article written by John Gallagher, Daniel Mitchell & Barbie Jordan (Glasgow Kelvin College).
An introduction to project-based learning
Project-based learning is described by some as ‘discovery learning’ or ‘experiential learning’. This teaching method is continuing to grow in popularity and involves setting a challenge or a big question to stimulate curiosity, which students will then research and respond to. Essentially, PBL is learning by doing.
By taking part in PBL, students will be required to pull together learning from several smaller topics. They will have a choice on how to approach their task and will be required to draw on a range of 21st century skills such as critical thinking, creativity, communication, social skills, flexibility, innovation, and leadership. During the project, students will also have numerous opportunities to receive feedback, to reflect on their task, and to revise their approach. This style therefore helps students to develop deeper learning skills.
Benefits of project-based learning for students
As working life is often full of challenges and involves navigating a series of different paths whilst overcoming obstacles, PBL can help students to prepare for the real world by encouraging them to become more independent and solution focused. This style of teaching is designed to help them reflect on their progress, and to develop their critical-thinking skills. It will also prepare students to manage large challenges by giving them a safe space in which they can break this down into smaller, more manageable pieces. As well as helping them to resolve the issue, this learning will take place in a manner that is similar to what is required in the real world. Finally, PBL will give students the experience of project-based work, as well as helping them to develop the knowledge and skills to be a successful team member.
Potential challenges of project-based learning for VET teachers
For many VET teachers, PBL will present initial challenges to their teaching practice as this style involves using a very different approach to what many are typically accustomed to. As such, some staff may need to be convinced that it could work for them in their own subject area. PBL presents a shift to a more multi-disciplined approach, rather than being locked in the comfort of their single-subject silos. For teaching staff, this will look like a movement away from a more traditional style of teaching to a more coach-like role; a shift from being the ‘sage on the stage’ to becoming the ‘guide on the side’.
Opportunities presented by project-based learning for VET teachers
Given that PBL is a teaching method grounded in encouraging collaboration, creativity, and innovation amongst learners, this naturally presents a wide range of professional development opportunities for VET teachers to engage with. Examples of this could include the ability to keep up to date with new trends, being able to learn about and practice new pedagogical strategies; having the opportunity to develop a professional network, and so on.
One of the main opportunities for VET teachers that is generated through this teaching practice is the chance to engage with a wider network. In practice, this could present itself as a multidisciplinary project between two colleagues, or even a collaboration between the teacher and an industry professional. All these opportunities would benefit the professional development of the individuals involved, whilst also enhancing the learner experience and meeting the wider aims of the department/college, such as student attraction and retention.
An example of how project-based learning could work in practice: industry partners
As many VET teachers have been in practice in Further Education institutes for a number of years, collaborating with industry partners in PBL would enhance their awareness of the sector that they teach in, as well as updating their knowledge on any new and evolving practices within it, such as policy or new equipment/technology. Furthermore, this collaborative approach would support relationships within the wider community and lend itself to citizenship development.
If, for example, a VET teacher was to link with an industry professional and a group of learners on a PBL - such as a gardening project for a community nursery - the VET teacher would gain a clear insight into the daily routines faced by learners on placement. Adding to this, they could then subsequently draw on this experience in their teaching delivery and share up to date examples from practice that could also assist with alternative assessment approaches.
For the industry professional, the project may also require them to come into the college environment to share their experience, to link with learners, or to deliver an information session. Not only would this offer them the opportunity to better understand the role of the learners and the VET teacher that they link with, but it also presents an opportunity to engage with and inspire the next generation.
How PBL enhances VET teacher’s skills for the future and impacts on the learning experience
Project-based learning allows the VET teacher to continually update their teaching practice whilst enhancing and developing skills, such as classroom facilitation, collaboration, and innovation. As well as this, through delivery of PBL, they are also supporting the learner to develop skills for lifelong learning and providing them with a deeper knowledge of their chosen sector. This therefore provides a broader and more balanced learning experience and could go as far as boosting job prospects for learners on exit from education.
VET teachers already support learners in their placements but by working on PBL in a collaborative way with a wider network, they are also actively enhancing their own professional development by building up their own profile within the industry. These partnerships can be significant too as, over time, they could create a wider impact by focusing on making a positive difference to their local area, or by sharing expertise and knowledge to take small steps towards resolving real-life problems such as sustainability.