Project-Based Learning: A Game Changer for Teacher Professional Development

In today's fast-evolving educational landscape, traditional one-time workshops tend not to address the complex needs of teachers and students (Borko et al., 2010; Desimone & Garet, 2015). Instead, Project-Based Learning (PBL) is gaining traction as an innovative approach to teacher professional development (PD). Our recent study by a team of researchers from the University of Kansas Center for Competency-Based Education (C3Be) explored how PBL can reshape teacher PD by fostering collaboration, inquiry, and supportive instructional practices (Castle et al., 2023).

A New Approach to Teacher Professional Development

The pilot program, conducted in 2023, aimed to provide middle and high school educators with tools to foster equity, justice, and innovation in their classrooms. This 14-week program combined self-guided modules, weekly instructor-led activities, and hands-on project work to help teachers build real-world skills in their own contexts. The participants' final projects varied widely, reflecting the diverse environments and teaching needs they faced. One participant focused on disrupting inequities within their school system by exploring how implicit biases shape classroom environments. At the same time, another worked on ways to make collaboration a central part of students’ work. These real-world applications demonstrated how teachers could use the principles of PBL to promote inclusivity and engagement in their classrooms (Guskey, 2003).

Why Project-Based Learning?

Project-based learning isn't just a buzzword. It actively engages teachers in inquiry-based learning, reflecting the type of student-centered learning they are expected to facilitate in their classrooms. PBL encourages critical thinking, problem-solving, and authentic collaboration while allowing teachers to take ownership of their own professional growth (Desimone, 2011; Sancar et al., 2021). One of our participants compared traditional professional development with their experience with the PBL professional development this way: “The other workshops were more of talking at you and not with you. This one had so many layers and levels. It was much more personal.”

In our study, we identified three key themes that defined the success of the PBL approach:

Collaboration and Community Building: Teachers in the program formed a strong sense of community. One participant noted, "I was able to just have that spirit of community to help me revise and think through these things." The collaboration went beyond working together—it sparked deep, reflective conversations about equity and teaching practices (Borko et al., 2010; Sancar et al., 2021). Another participant echoed this sentiment, highlighting the meaningful relationships fostered through the program, “I miss the participants and mentors quite a bit- the program did a phenomenal job at creating a meaningful community that supported and really knew each other.”

Directing Inquiry: Teachers were free to explore questions that mattered most to them. From addressing implicit biases to designing collaborative problem-solving activities for students, educators found that directing their learning helped them create more meaningful, impactful projects (Hmelo-Silver, 2004; Desimone, 2011). Participants designed actionable projects based on personal interests, such as creating psychologically safe spaces in the classroom or harnessing students' aspirational capital for better engagement. One of our participants developed a design question “How do I center collaborative problem solving [...] so that all my learners experience a sense of belonging, a deep conceptual understanding within our content, and recognize the assets they bring with them?” Over time, these teachers saw themselves less as experts and more as collaborators, embodying a community-based approach to learning and teaching through their inquiry.

Model-the-Model: Teachers not only learned new strategies but also applied them directly to their classrooms. The program’s facilitators modeled best practices in teaching and learning, which teachers then adapted for their students. One participant even integrated reflective practices like "bright spots" into their daily routine, an approach inspired by the pilot program (Braun & Clarke, 2006). Another participant stated, "I shared my experiences, asked questions, and actively participated. I welcomed adding to what I already knew. I also appreciated the design thinking model—retooling ideas, getting and giving feedback, building something until the lightbulb finally went off."

Implications for Teacher Professional Development

Our findings suggest that Project-Based Learning can provide the foundational elements needed for effective PD—collaboration, inquiry, and supportive instructional practices—while giving teachers agency over their learning. The program structures, such as sustained inquiry and design thinking frameworks, enable teachers to move beyond surface-level learning and engage deeply with the material (Sancar et al., 2021; Desimone & Garet, 2015).

PBL directly addresses one of the most critical needs in PD today: relevance. Participants found they could better address their classrooms' unique challenges by aligning projects with personal teaching contexts. This flexibility in the PD process made PBL highly effective in fostering both teacher learning and practical application (Guo & Yang, 2012).

As educators and policymakers continue to rethink professional development, PBL offers a promising path forward. It prepares teachers for the challenges of today's classrooms and equips them with the tools to create meaningful change in their schools and communities.

Final Thoughts

Teachers’ professional development should be as dynamic and engaging as the classrooms we want to see. Project-based learning can transform teacher training by focusing on collaboration, inquiry, and real-world application. Our study shows that when teachers are given the space to collaborate and explore, they flourish, and so do their students. The program didn't just challenge the participants academically; it profoundly impacted their personal growth and sense of purpose, as expressed by one participant who reflected on her experience. “It was one of the most challenging, life changing and uncomfortable at times classes that I have had, and I am 64. The fact that I had to dive so deep into who I really am, what I really feel and how I handle diversity is so eye opening! The amazing growth one experiences during a class like this is just unreal! When I reflect back, I can't believe I did all of the work, had such amazing and challenging experiences and I made it to the end is earth shattering. It makes me want to keep going. What is next?”

For more reflections about the pilot program, which our participants describe as “transforming”, “life changing” and “fantastic”, check out this blog post.

References:

Borko, H., Jacobs, J., & Koellner, K. (2010). Contemporary approaches to teacher PD. International Encyclopedia of Education, 7(2), 548-556.  

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Desimone, L. M. (2011). A primer on effective PD. Phi Delta Kappan, 92(6), 68-71. https://doi.org/10.1177/003172171109200616

Desimone, L. M., & Garet, M. S. (2015). Best practices in teacher's PD in the United States. Psychology, Society, & Education. 7(3), 252-263.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational Psychology Review, 16, 235-266.

Guo, S., & Yang, Y. (2012). Project-based learning: An effective approach to link teacher professional development and students learning. Journal of Educational Technology Development and Exchange, 5(2), 41-56. 

Guskey, T. R. (2003). What makes PD effective?. Phi Delta Kappan, 84(10), 748-750. https://doi.org/10.1177/003172170308401007 

Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305

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Contributed by Charles Pittack. Charles is the Graduate Research Assistant for C3Be. In addition to his work piloting PBL-inspired teacher professional development programs, he is also writing a dissertation about measuring ethical mindsets in educators.

https://learnercenteredleadership.org/2021/07/18/bright-spots-and-new-learning-models/