ERIC Number: EJ1011361
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-7476
EISSN: N/A
Available Date: N/A
Facilitating Problem-Based Learning in Teacher Education: Getting the Challenge Right
Pourshafie, Tahereh; Murray-Harvey, Rosalind
Journal of Education for Teaching: International Research and Pedagogy, v39 n2 p169-180 2013
The problem-based learning (PBL) literature presents the shift from teacher-directed transmission models of instruction to facilitation as a challenge for PBL tutors. This article reports an in-depth thematic analysis of reflective written responses on PBL of 63 teacher education students enrolled at an Australian university. Attitudes, skills and knowledge represent three distinctive dimensions of facilitation identified by students. Both content and pedagogical knowledge emerged as features of effective facilitators who students considered as: (1) displaying attitudes conveying belief in the capacity of learners; (2) assuming a humble posture of learning by not considering themselves the font of all knowledge; and (3) creating environments conducive to participation and mutual support through scaffolding and group work. Students indicated that PBL offered an effective approach to incorporate into their future teaching practice. (Contains 2 tables.)
Descriptors: Problem Based Learning, Problem Solving, Teaching Methods, Foreign Countries, Preservice Teachers, College Students, Student Teacher Attitudes, Knowledge Level, Pedagogical Content Knowledge, Facilitators (Individuals), Learning Strategies, Cooperative Learning, Teacher Role
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
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Author Affiliations: N/A