Firstly, recent graduates were invited to a focus group conducted by the intern, where they shared experiences and challenges they faced in their workplace during their probationary year. While the main purpose was to use the focus group data to develop the PBL activity for current students, it also became apparent that this was an opportunity for these early-career teachers to share common issues encountered in their probationary year and to discuss solutions to these issues. Different perspectives allowed them to offer each other support, making this reflective process more relevant and meaningful. Initial analysis of the focus group data identified a range of work-based learning experiences and attributes.

We then mapped participants’ accounts onto the P21 Framework for 21^st Century Learning[1]. We identified five different 21st century skills particularly relevant to our focus group:

• Creativity & Innovation

• Flexibility & Adaptability

• Initiative & Self-direction

• Critical thinking & Problem-solving

• Communication & Collaboration

Based on initial analysis and synthesis of the data, eight themes emerged exemplifying Graduate attributes in the context of teacher professional learning. These themes formed the basis for developing the PBL activity for current students. Utilising a PBL approach, students were first presented with the problem. They then worked within their own group to brainstorm, research, and discuss the problem. Once they came to a shared solution to the problem, they presented it to other groups. They also had a chance to learn from the probationary teachers’ problem-solving process, while they developed their own solutions.

A summary of the research findings from this project is also available: link From Being (a Student) to Becoming (a Graduate): Exploring Graduate Attributes in the 21st Century - Summary of Research Findings

This work was supported by Enhancement Theme funding from the Quality Assurance Agency Scotland