ERIC Number: EJ1159618
Record Type: Journal
Publication Date: 2017-Mar
Abstractor: As Provided
Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana
Major, Thenjiwe; Mulvihill, Thalia M.
Interdisciplinary Journal of Problem-based Learning, v12 n1 Article 1 Mar 2018
The development of primary school teachers is an important aspect of a country's economic, social, and political well-being. The use of particular pedagogies in teacher education may greatly influence how teachers perform in their classrooms after completing their training programs. This micro-ethnography investigated the extent to which teacher educators in Botswana's College of Education used problem-based learning (PBL) approaches in the development of preservice primary teachers. While the findings of this micro-ethnography showed that particular teacher educators rarely used problem-based learning approaches, the accompanying insights helped to bring a deeper understanding of what is needed for Botswana's teacher education program to shift to a problem-based learning pedagogy on three levels: teaching practices, curriculum policies, and further research within a particular geopolitical context.
Descriptors: Foreign Countries, Problem Based Learning, Teaching Methods, Preservice Teacher Education, Ethnography, Educational Practices, Curriculum Development, Educational Policy, Data Analysis, Semi Structured Interviews, Observation, Content Analysis
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: Higher Education
Authoring Institution: N/A
Identifiers - Location: Botswana
Grant or Contract Numbers: N/A