Problem-based learning (PBL) improves pedagogical professionalism.

Autor/in	Wijnen, Wynand
Titel	Problem-based learning (PBL) improves pedagogical professionalism.
Quelle	Aus: Lankes, Eva-Maria (Hrsg.): Pädagogische Professionalität als Gegenstand empirischer Forschung. Münster u.a.: Waxmann (2008) S. 29-40Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	3-8309-2034-2; 978-3-8309-2034-2
Schlagwörter	Pädagogik; Einstellung (Psy); Problemlösen; Schulsystem; Lehrer; Lehrerrolle; Lernen; Didaktisches Prinzip; Schülerorientierter Unterricht; Problemorientierter Unterricht; Unterricht; Leistungsmessung; Professionalität; Niederlande
Abstract	In the early seventies a new medical school was founded in Maastricht (the Netherlands). A problem-based learning approach was chosen to realize some important principles of a basic philosophy: problem-orientation, self-directed learning, attitude-development and continuous assessment. Learning is seen as more important than teaching. So, teaching has to change into stimulating to learn. A brief description is given of the educational system in its concrete form. Small groups of students - guided by a tutor - study and learn together related to concrete problems. These problems are regularly derived from a consulting room of a doctor. It is argued that the problem-based learning approach improves pedagogical professionalism, because it improves the scope of education, it enriches the teachers' work, it stimulates cooperation and it reaches very good results. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/2