A Problem-Based Learning Approach to Professional Development: Supporting Learning Transfer.

Autor/inn/en	Cordeiro, Paula A.; und weitere
Titel	A Problem-Based Learning Approach to Professional Development: Supporting Learning Transfer.
Quelle	(1997), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Education; Change Strategies; Educational Administration; Educational Change; Elementary Secondary Education; Group Dynamics; Group Experience; Higher Education; Inservice Education; Inservice Teacher Education; Institutes (Training Programs); Learning Strategies; Problem Based Learning; Problem Solving; Professional Development; Program Effectiveness; Staff Development; Transfer of Training + Suchen Sie Ihr Suchwort? Lösungsstrategie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Bildungsreform; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsbegleitende Ausbildung; Lehrerfortbildung; Sommerakademie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Personnel development; Personalentwicklung; Training; Transfer; Ausbildung
Abstract	This study examined learning transfer in adult acquisition of group process skills using a problem-based learning (PBL) approach to staff development in one school district. The study's theoretical framework included learning transfer, adult and organizational learning, and group work. Subjects, 29 instructional leaders and administrators, received two 3-day training periods each a year apart. Participants focused on a simulated cultural diversity PBL project in the first training session and a real PBL literacy project in the second training. The training format provided multiple opportunities to receive individual and group feedback on use of group processing skills. Each training session ended with participants developing an action plan for implementing new skills and knowledge in the next school year. Subjects were surveyed twice, a year after each training. Analysis of the surveys indicated that participants rated the training highly, believed they learned from the training, and transferred some of what they learned to their work situations. Qualitative analysis of open-ended survey questions indicated participants preferred the real to the simulated PBL project and expressed a need for more practice in group skills. Respondents reported that the main barrier to implementation was the lack of familiarity with the group processing approach by others. (Contains 41 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC