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ERIC Number: EJ814988
Record Type: Journal
Publication Date: 2008-Nov
Pages: 21
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1359-866X
Student-Teachers' Evaluation on the Use of Different Modes of Problem-Based Learning in Teacher Education
Kwan, Tammy Y. L.
Asia-Pacific Journal of Teacher Education, v36 n4 p323-343 Nov 2008
Problem-based learning (PBL) has been widely adopted in many university programmes. 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 programmes. This paper reports how the 13 student-teachers in the Integrated Humanities Major Method course 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 programme. 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. (Contains 7 tables and 2 notes.)
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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: Hong Kong