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ERIC Number: EJ1070716
Record Type: Journal
Publication Date: 2016-Apr
Pages: 14
Abstractor: As Provided
Reference Count: 45
ISBN: N/A
ISSN: EISSN-1541-5015
Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered
Dole, Sharon; Bloom, Lisa; Kowalske, Kristy
Interdisciplinary Journal of Problem-based Learning, v10 n1 Apr 2016
This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers' pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related themes. This article will focus on the teacher related themes, the most important being the change in the teachers' pedagogy. The article will further discuss the obstacles that stood in the way of the teachers' successful implementation of PBL and PjBL.
Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/ijpbl/
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A