This study investigated 35 Chinese university teachers' development of learner-centered beliefs and practices through a six-month problem and project-based (PBL) professional learning program in Denmark using a mixed-method research. Both qualitative and quantitative analyses of the participants' teaching and learning portfolios, which each included six entries, identified a significant change in their beliefs, from teacher-centered domination at the program's start to more learner-centered beliefs by the end (Nine teachers held learner-centered beliefs, seventeen teachers held dual beliefs and nine teachers still held teacher-centered beliefs.). Survey analysis identified a significant change in participants' intended practices at the end of the program. Participants reported a significant increase in using classroom interactions and formative assessment and a significant decrease in using summative assessment, yet content delivery remained the focus of their practices. A significant correlation was identified between participants' beliefs and practices at the program's end, which was not found at the program's start. The results indicate a noteworthy impact of the PBL-based professional learning program on the participants' changes in beliefs and practices, and an association between beliefs and practices was found. However, systemic, individual and cultural factors may constrain changes in teaching practices.
|Journal||International Journal of Engineering Education|
|Number of pages||15|
|Publication status||Published - 2020|