Teacher's Experiences in PBL: Implications for Practice

Autor/inn/en	Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.
Titel	Teacher's Experiences in PBL: Implications for Practice
Quelle	In: European Journal of Engineering Education, 41 (2016) 2, S.123-141 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2015.1023782
Schlagwörter	Teaching Experience; Educational Practices; Problem Based Learning; Engineering Education; Journal Writing; Learning Strategies; Teaching Methods; Student Motivation; Learner Engagement; Teacher Attitudes; Student Projects; Academic Achievement; College Programs; Foreign Countries; Portugal + Suchen Sie Ihr Suchwort? Bildungspraxis; Problem-based learning; Problemorientiertes Lernen; Ingenieurausbildung; Zeitschriftenaufsatz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Schulische Motivation; Lehrerverhalten; Schulprojekt; Schulleistung; Studienprogramm; Ausland
Abstract	Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01