The process of implementing problem-based learning in a teacher education programme: an exploratory case study

Problem-based learning (PBL) is a student-centred instructional approach in which complex real-world problems are used as the vehicle to promote students’ learning of concepts and principles. This paper presents a case study that explored the learning experiences of 18 pre-service teachers and how t...

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Autor principal:	Chia-Chi Wang
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2021
Materias:	case study pre-service teachers problem-based learning teacher education Education (General) L7-991
Acceso en línea:	https://doaj.org/article/09177b43a12d4185ba7f26e91fe0bc5f
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spelling	oai:doaj.org-article:09177b43a12d4185ba7f26e91fe0bc5f2021-11-17T14:22:00ZThe process of implementing problem-based learning in a teacher education programme: an exploratory case study2331-186X10.1080/2331186X.2021.1996870https://doaj.org/article/09177b43a12d4185ba7f26e91fe0bc5f2021-01-01T00:00:00Zhttp://dx.doi.org/10.1080/2331186X.2021.1996870https://doaj.org/toc/2331-186XProblem-based learning (PBL) is a student-centred instructional approach in which complex real-world problems are used as the vehicle to promote students’ learning of concepts and principles. This paper presents a case study that explored the learning experiences of 18 pre-service teachers and how the instructor was affected when implementing PBL in a course entitled “Principles of Instruction.” Data-collection methods included multiple sources of evidence, such as reflective reports, interviews, participation observations, students’ reports, and a questionnaire. Data analysis consisted of examining, categorising, and recombining quantitative and qualitative evidence to address the initial propositions of the study. This paper demonstrates how pre-service teachers’ professional knowledge, learning engagement, reflective abilities, and teamwork were enhanced through the PBL approach, and that the quality of teaching also improved for the instructor. This study contributes to the professional literature on PBL in teacher-education courses, and may serve to encourage educators to implement PBL in their courses.Chia-Chi WangTaylor & Francis Grouparticlecase studypre-service teachersproblem-based learningteacher educationEducation (General)L7-991ENCogent Education, Vol 8, Iss 1 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	case study pre-service teachers problem-based learning teacher education Education (General) L7-991
spellingShingle	case study pre-service teachers problem-based learning teacher education Education (General) L7-991 Chia-Chi Wang The process of implementing problem-based learning in a teacher education programme: an exploratory case study
description	Problem-based learning (PBL) is a student-centred instructional approach in which complex real-world problems are used as the vehicle to promote students’ learning of concepts and principles. This paper presents a case study that explored the learning experiences of 18 pre-service teachers and how the instructor was affected when implementing PBL in a course entitled “Principles of Instruction.” Data-collection methods included multiple sources of evidence, such as reflective reports, interviews, participation observations, students’ reports, and a questionnaire. Data analysis consisted of examining, categorising, and recombining quantitative and qualitative evidence to address the initial propositions of the study. This paper demonstrates how pre-service teachers’ professional knowledge, learning engagement, reflective abilities, and teamwork were enhanced through the PBL approach, and that the quality of teaching also improved for the instructor. This study contributes to the professional literature on PBL in teacher-education courses, and may serve to encourage educators to implement PBL in their courses.
format	article
author	Chia-Chi Wang
author_facet	Chia-Chi Wang
author_sort	Chia-Chi Wang
title	The process of implementing problem-based learning in a teacher education programme: an exploratory case study
title_short	The process of implementing problem-based learning in a teacher education programme: an exploratory case study
title_full	The process of implementing problem-based learning in a teacher education programme: an exploratory case study
title_fullStr	The process of implementing problem-based learning in a teacher education programme: an exploratory case study
title_full_unstemmed	The process of implementing problem-based learning in a teacher education programme: an exploratory case study
title_sort	process of implementing problem-based learning in a teacher education programme: an exploratory case study
publisher	Taylor & Francis Group
publishDate	2021
url	https://doaj.org/article/09177b43a12d4185ba7f26e91fe0bc5f
work_keys_str_mv	AT chiachiwang theprocessofimplementingproblembasedlearninginateachereducationprogrammeanexploratorycasestudy AT chiachiwang processofimplementingproblembasedlearninginateachereducationprogrammeanexploratorycasestudy
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The process of implementing problem-based learning in a teacher education programme: an exploratory case study

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