Learning to Teach with Problem-Based Learning

Autor/inn/en	Spronken-Smith, Rachel; Harland, Tony
Titel	Learning to Teach with Problem-Based Learning
Quelle	In: Active Learning in Higher Education, 10 (2009) 2, S.138-153 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787409104787
Schlagwörter	Methods Courses; Geography; Problem Based Learning; Group Dynamics; Teaching Methods; Action Research; Professional Development; Power Structure; College Faculty; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Methodisch-didaktische Anleitung; Geografie; Problem-based learning; Problemorientiertes Lernen; Gruppendynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Fakultät; Ausland; Neuseeland
Abstract	This research explores the experiences of a group of academics learning to teach with problem-based learning (PBL) and how a community of practice (COP) supported this transition. An action-research project evaluated both PBL experiences and group processes. Teachers were enthusiastic about PBL but experienced a variety of problems during the transition. Those new to teaching had particular difficulty taking on the PBL role of "facilitator". All teachers struggled to work within the "rules" of PBL. Of specific concern was the varied input teachers provided for their tutor groups and possible inequalities for student learning. The COP enabled professional learning about teaching PBL, but the dynamics of the group were perceived as too hierarchical. The group could have functioned better if it had adopted the principles underpinning a COP so that teachers could take a more critical stance towards how they operated within the group and how they taught PBL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10