Problem-Based Learning in the Educational Psychology Classroom: Bahraini Teacher Candidates' Experience

Autor/in	Razzak, Nina Abdul
Titel	Problem-Based Learning in the Educational Psychology Classroom: Bahraini Teacher Candidates' Experience
Quelle	In: International Journal of Teaching and Learning in Higher Education, 24 (2012) 2, S.134-143 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Active Learning; Problem Based Learning; Teaching Methods; Foreign Countries; Educational Change; Course Content; Educational Psychology; Teamwork; Student Reaction; Reflection; Schools of Education; Problem Solving; Creativity; Higher Education; Undergraduate Students; Outcomes of Education; Student Motivation; Bahrain + Suchen Sie Ihr Suchwort? Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Bildungsreform; Kursprogramm; Erziehungspsychologie; Pädagogische Psychologie; Schülerkritik; Erziehungswissenschaftliche Fakultät; Problemlösen; Kreativität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Schulische Motivation
Abstract	There was a concern from faculty at Bahrain Teachers' College that undergraduate Bahraini students lack the necessary competencies needed for success in educational contexts that are conducive to active, student-centered learning. It was decided that the students be introduced to a problem-based learning (PBL) strategy in one of their educational psychology courses to encourage more active learning on their part. PBL is a strategy through which students learn course content by analyzing and solving real-life problems related to the course, and in Bahrain it is a strategy that is seldom, if at all, applied in classroom contexts other than those of the medical sciences. In this sense, the current study was somewhat unique and it focused on exploring the effects of, and the students' reactions, to PBL. In it, observation, monitoring of students' performance, and students' personal reflections and group presentations were utilized as the main assessment instruments. Results indicated a high satisfaction rate with PBL, as well as improved learning outcomes in the educational psychology classroom, with the development of competencies that are more in line with what is needed for solid professional teaching practice. The results also suggested interesting implications related to teacher preparatory colleges and educational reform. (Contains 2 tables.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10