Teachers’ conceptualisation of problem based learning in Plumbing and painting & decoration programmes at Soche Technical College

Abstract

Teachers’ conceptualization of Problem-based learning (PBL) is an important determinant in the achievement of meaningful teaching and learning in TEVET. Problem-based learning is a modern constructivist learning approach in which students develop critical thinking and problem solving skills thereby enabling them to analyse real-life problems. Using the Problem based learning (PBL) approach, the TEVET system has the capability to be delivered in reality and practice. PBL promotes meaningful and interactive learning in which teachers will shift from direct instruction of passive students to active engagement of problem solvers to real world problem/situations. In this way the teaching and learning process is directed towards responding to the needs of the industry. Furthermore the study enlightened the teachers on the need to engage PBL in the teaching and learning process as an injection to Competence Based Education and Training (CBET) approach in order to achieve transformational learning in the trainees. The general objective of this study was to investigate teachers’ understanding of PBL in TEVET. The population of this study consisted teachers from Construction sector from three TEVET providers in Malawi namely Soche Technical College, Lilongwe Technical College and Phwezi Rural Polytechnic. Soche Technical College was used as a sample in the study. The construction department at Soche Technical College is made up of two occupations namely Plumbing and Painting & Decoration. Data for the study was collected using interviews which consisted of face-to-face and focus group discussion as well as questionnaires. The data was analysed using content analysis and statistical packages such as Statistical Package for Social Sciences (SPSS) and Microsoft excel. The study revealed that participants understood that PBL is a teaching and learning approach which is learner-centred and learners are presented with practical and real-life problems. Problems are aimed at generating learning experiences with the learners. There was evidence of teachers’ understanding regarding the concepts of PBL and characteristics of PBL. This study suggests that teachers should incorporate PBL in their instructional design and capacity building interventions in PBL for teachers should be enhanced in order to improve teachers’ conceptualisation of PBL in TEVET. Keywords: Problem-based learning, Constructivist learning approach, Meaningful learning, Competence based education and training (CBET)