ERIC Number: EJ1212118
Record Type: Journal
Publication Date: 2019-Mar
Abstractor: As Provided
Why Teach with PBL? Motivational Factors Underlying Middle and High School Teachers' Use of Problem-Based Learning
Lee, Huei-Chen; Blanchard, Margaret R.
Interdisciplinary Journal of Problem-based Learning, v13 n1 Article 2 Mar 2019
This quantitative study examined factors underlying middle and high school teachers' choices about whether to use problem-based learning (PBL). Survey items measured respondents' perceived competence, autonomy, and relatedness, and the value and costs they placed on implementing PBL. Teachers who have taught with PBL (n = 126) had significantly more formal PBL professional development, higher levels of perceived competence and value for this pedagogy, perceived more support from peers, and perceived lower costs than did the non--PBL use teachers (n = 30). Findings highlight the importance of formal PBL professional development in increasing teachers' intention to implement PBL and recommend the inclusion of experienced PBL teachers to share how the "costs" of implementing this pedagogy can also add "value" for teachers and their students.
Descriptors: Teaching Methods, Problem Based Learning, Middle School Teachers, High School Teachers, Program Implementation, Faculty Development, Motivation, Competence, Educational Benefits, Value Added Models, Self Determination, Teacher Attitudes, Intention, Self Efficacy
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: Junior High Schools; Middle Schools; Secondary Education; High Schools
Authoring Institution: N/A