Student-teachers' evaluation on the use of different modes of problem- based learning in teacher education

Student-teachers' evaluation on the use of different modes of problem- based learning in teacher education

• Kwan, Tammy Y. L. Faculty of Education, University of Hong Kong

Asia-Pacific Journal of Teacher Education, 36(4), 323-343, 2008

Routledge

2008

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

Problem Based Learning Humanities Teaching Methods Student Teacher Attitudes Humanities Instruction Methods Courses Intermode Differences Course Evaluation Delivery Systems Foreign Countries Teacher Education Programs Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Problem-based learning (PBL) has been widely adopted in many university programs. Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programs. This article reports how the 13 student-teachers in the Integrated Humanities Major Method course at the Faculty of Education, University of Hong Kong evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher-led deductive workshops; and a modified PBL using problem-based scenario inductive inquiry workshops. The learning experiences of the student-teachers were captured via an open-ended questionnaire to discuss the feasibility and receptivity of endorsing full or partial use of PBL in the teacher education program. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660802375933 ]

• English

Journal Articles

• 1359866X

• 10.1080/13598660802375933

https://bibliography.lib.eduhk.hk/en/bibs/1a42cb1e

2010-09-27