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Article: Student-teachers' evaluation on the use of different modes of problem-based learning in teacher education

TitleStudent-teachers' evaluation on the use of different modes of problem-based learning in teacher education
Authors
KeywordsCourse Evaluation
Initial Teacher Education
Learning Problem-Based Learning
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/1359866X.asp
Citation
Asia-Pacific Journal Of Teacher Education, 2008, v. 36 n. 4, p. 323-343 How to Cite?
AbstractProblem-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.
Persistent Identifierhttp://hdl.handle.net/10722/175462
ISSN
2015 Impact Factor: 0.667
2015 SCImago Journal Rankings: 0.587
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKwan, TYLen_US
dc.date.accessioned2012-11-26T08:58:50Z-
dc.date.available2012-11-26T08:58:50Z-
dc.date.issued2008en_US
dc.identifier.citationAsia-Pacific Journal Of Teacher Education, 2008, v. 36 n. 4, p. 323-343en_US
dc.identifier.issn1359-866Xen_US
dc.identifier.urihttp://hdl.handle.net/10722/175462-
dc.description.abstractProblem-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.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/1359866X.aspen_US
dc.relation.ispartofAsia-Pacific Journal of Teacher Educationen_US
dc.subjectCourse Evaluationen_US
dc.subjectInitial Teacher Educationen_US
dc.subjectLearning Problem-Based Learningen_US
dc.titleStudent-teachers' evaluation on the use of different modes of problem-based learning in teacher educationen_US
dc.typeArticleen_US
dc.identifier.emailKwan, TYL: tylkwan@hkucc.hku.hken_US
dc.identifier.authorityKwan, TYL=rp00913en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/13598660802375933en_US
dc.identifier.scopuseid_2-s2.0-67650870231en_US
dc.identifier.hkuros160677-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-67650870231&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume36en_US
dc.identifier.issue4en_US
dc.identifier.spage323en_US
dc.identifier.epage343en_US
dc.identifier.isiWOS:000260164600006-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridKwan, TYL=9240378600en_US
dc.identifier.citeulike3446962-

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