Collaboration is an essential part of problem-based learning (PBL), but detailed understanding about how interaction between PBL participants leads to co-construction of knowledge is still quite scarce. This study attempted to address this issue by analyzing the phases of interaction between three teachers in a professional education setting…

Teachers adapt their instructional strategies over time based on a variety of contextual constraints. In response to these challenges, teachers often have to make changes to their PBL approaches. While the literature has documented generally positive results of initial PBL implementations, less is known about the degree to which teachers adapt…

This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the…