Equipping Educators: PBL Training and Mentoring for Prospective Teachers

Zahroh, U., Darmayanti, R., Choirudin, C., Soebagyo, R. I., & Nalarsih, R. T. (2023). Project-Based Learning training and assistance for prospective high school teachers. Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat, 1(2), 115–121. https://doi.org/10.61650/jip-dimas.v1i2.237

Introduction

Project-Based Learning (PBL) is a critical pedagogy for developing student skills, but prospective teachers often require support to implement it effectively. Zahroh and colleagues (2023) explored how targeted training and mentoring can enhance prospective teachers’ ability to implement Project-Based Learning (PBL)—an approach that connects classroom concepts to real-world applications. Recognizing that many teachers struggle to integrate PBL effectively, the study aimed to strengthen pedagogical skills and confidence among teacher candidates in East Java, Indonesia.

Methods

The authors (2023) used an action research design with mixed quantitative and qualitative methods. The program involved collaborative workshops and mentoring sessions across five universities and schools. Participants completed eight virtual workshop sessions on PBL design, management, and assessment, followed by six weeks of individualized mentoring. Data were collected through pre- and post-training questionnaires, classroom observations, and interviews.

Results

Quantitative analysis showed significant improvements in teacher competence. Participants’ total average scores for PBL knowledge and skills increased by 33.33% following the intervention. The greatest increase was seen in “Project Design Ability,” which rose by 41.38%. Qualitative data from observations and interviews confirmed that teachers felt more confident and prepared to use PBL. Furthermore, implemented PBL projects led to increased student engagement, creativity, and collaboration.

Discussion

The findings demonstrate that a combined training and mentoring program can successfully equip prospective teachers with the knowledge and skills needed to implement PBL. This structured support is vital for helping new teachers bridge the gap between theory and practice, ultimately creating more innovative learning environments. The study also identified common challenges for practitioners, including limited time, technological barriers, and classroom management during PBL implementation.

Implications for Mentoring Programs

The study reinforces the value of structured, ongoing mentoring for novice teachers, particularly when implementing complex pedagogies like PBL. For mentoring programs focused on teacher development, this model provides a clear framework: combine initial intensive training (workshops) with sustained, practical mentoring (feedback sessions). Continuous support networks and regular evaluation are recommended to ensure long-term skill development and effective PBL implementation.

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