Introducing problem based learning to teacher education programmes

Introducing problem based learning to teacher education programmes

Further case studies of improving teaching and learning from the Action Learning Project

• Volk, Kenneth Scott The Hong Kong Institute of Education
• Lo, Ting Kau The Hong Kong Institute of Education
• Yeung, Kai Hing Lionel The Hong Kong Institute of Education
• So, Kwok Sang The Hong Kong Institute of Education

• Kember, David The Hong Kong Institute of Education
• Candlin, Sally
• Yan, Louisa

Hong Kong

Action Learning Project

2001

• F Learning & Teaching
  • FC Critical Thinking, Learning Techniques, Time
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Teaching -- Hong Kong Effective Teaching -- Hong Kong Education -- Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

One of the principles adopted in the Review of Education System in Hong Kong is to give more room and flexibility for students to be masters of their own learning. (Education Commission, 1999). This is particularly important in teacher education programmes which aim to prepare student teachers who, in turn, will influence the learning approach of their students. Problem Based Learning (PBL) is generally a student centered learning approach in which students are encouraged to participate in the learning process. Two groups of students, one group studying the Technical Teacher Certificate Course and the other on Certificate of Education Course, form the subjects of this research project. A real contextual problem was posed to the students and the lecturers act as facilitators during the whole learning process. Students feedback and their attitudes were solicited after the first cycle of implementing PBL. The first week of the PBL process was most crucial and it is important that students fully understand what PBL is and what are the roles of lecturers and students in the learning process. The second phase of the project was administered with reference to the comments from staff and students made after the completion of the first cycle. Follow-up interviews were conducted to report on the needs of the students in the learning process. It is anticipated that this study can foster more student involvement in the learning process and that deep learning is encouraged and supported.

• English

Book Chapters

• 9623672950

https://bibliography.lib.eduhk.hk/bibs/e9abdcd2

2014-12-23