What Good Teachers Do to Promote Effective Student Learning in a Problem-Based Learning Environment

Autor/in	Goh, Karen
Titel	What Good Teachers Do to Promote Effective Student Learning in a Problem-Based Learning Environment
Quelle	In: Australian Journal of Educational & Developmental Psychology, 14 (2014), S.159-166 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1446-5442
Schlagwörter	Foreign Countries; Teacher Effectiveness; Teacher Characteristics; Problem Based Learning; Critical Thinking; Cooperative Learning; Independent Study; Grounded Theory; Questioning Techniques; Goal Orientation; College Students; College Faculty; Video Technology; Teacher Role; Educational Environment; Academic Achievement; Singapore + Suchen Sie Ihr Suchwort? Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Problem-based learning; Problemorientiertes Lernen; Kritisches Denken; Kooperatives Lernen; Selbststudium; Befragungstechnik; Fragetechnik; Zielorientierung; Zielvorstellung; Collegestudent; Fakultät; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Singapur
Abstract	This qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore. The educational beliefs, approaches and strategies of a group of PBL facilitators who have received teaching awards are examined to understand how critical thinking, collaborative and self-directed learning are promoted in a PBL environment. Data from classroom videos, teaching portfolios, student feedback, and certification feedback letters of 12 award recipients are analysed and coded using the constant comparative method to identify common themes in facilitation attributes and actions. Findings reveal three themes influencing the quality of teaching and learning in the PBL classroom: [1] questioning techniques of facilitators; [2] timeliness of facilitator response; and [3] facilitator awareness of unique learning goals and situations. The result of this study suggests that staff development programmes in PBL settings should focus on creating opportunities for reflection on practice, guided practice through feedback, and clearer articulation of standards and exemplars of good facilitation as resources for peer learning. (As Provided).
Anmerkungen	University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10