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ERIC Number: EJ1159618
Record Type: Journal
Publication Date: 2017-Mar
Pages: 11
Abstractor: As Provided
ISSN: EISSN-1541-5015
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Botswana
Grant or Contract Numbers: N/A