Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

Autor/in	Muñoz Campos, Diego
Titel	Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile
Quelle	In: PROFILE: Issues in Teachers' Professional Development, 19 (2017) 1, S.29-40 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1657-0790
Schlagwörter	Teaching Methods; Problem Based Learning; Second Language Learning; Second Language Instruction; English (Second Language); Interpersonal Competence; Self Management; Preservice Teachers; Student Attitudes; Language Teachers; Transfer of Training; Thinking Skills; Reflection; Teacher Education; Foreign Countries; Linguistic Theory; Learning Theories; Scoring Rubrics; Chile + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interpersonale Kompetenz; Selbstmanagement; Schülerverhalten; Language teacher; Sprachunterricht; Training; Transfer; Ausbildung; Denkfähigkeit; Lehrerausbildung; Lehrerbildung; Ausland; Linguistische Theorie; Learning theory; Lerntheorie; Scoring formulas; Auswertungsbogen
Abstract	The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners' performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a made-up, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills. (As Provided).
Anmerkungen	Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01