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- Publisher Website: 10.1080/14623943.2016.1164683
- Scopus: eid_2-s2.0-84964645578
- WOS: WOS:000377026500010
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Article: Promoting reflection in pre-service teachers through problem-based learning: an example from Canada
Title | Promoting reflection in pre-service teachers through problem-based learning: an example from Canada |
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Authors | |
Keywords | problem-based learning (PBL) reflection pre-service teachers Canada Assessment literacy |
Issue Date | 2016 |
Citation | Reflective Practice, 2016, v. 17, n. 3, p. 347-356 How to Cite? |
Abstract | Abstract: This article discusses the process, benefits, challenges and recommendations associated with the adoption of the Problem-based Learning (PBL) approach to promote reflection for pre-service teachers. Drawing upon Schön’s concept of reflection, this article explains how a pre-service course in Canada aims to promote the participants’ ‘reflection in action’ of assessment content knowledge and professional competence through PBL. The article points out that PBL enables the pre-service teachers to critically reflect on assessment issues and make meaningful connections between their reflections and real-life teaching. The key challenges are the facilitators’ inadequate understanding of using PBL to promote reflection, as well as the pre-service teachers’ struggle with time constraint and juggling between their need for teacher guidance, group collaboration and self-directed study. To address these challenges, the article recommends formal professional development sessions for the PBL instructors, and the achievement of a balance between learner autonomy and teacher guidance. |
Persistent Identifier | http://hdl.handle.net/10722/307178 |
ISSN | 2022 Impact Factor: 1.2 2020 SCImago Journal Rankings: 0.494 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Koh, Kim | - |
dc.contributor.author | Tan, Charlene | - |
dc.date.accessioned | 2021-11-03T06:22:05Z | - |
dc.date.available | 2021-11-03T06:22:05Z | - |
dc.date.issued | 2016 | - |
dc.identifier.citation | Reflective Practice, 2016, v. 17, n. 3, p. 347-356 | - |
dc.identifier.issn | 1462-3943 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307178 | - |
dc.description.abstract | Abstract: This article discusses the process, benefits, challenges and recommendations associated with the adoption of the Problem-based Learning (PBL) approach to promote reflection for pre-service teachers. Drawing upon Schön’s concept of reflection, this article explains how a pre-service course in Canada aims to promote the participants’ ‘reflection in action’ of assessment content knowledge and professional competence through PBL. The article points out that PBL enables the pre-service teachers to critically reflect on assessment issues and make meaningful connections between their reflections and real-life teaching. The key challenges are the facilitators’ inadequate understanding of using PBL to promote reflection, as well as the pre-service teachers’ struggle with time constraint and juggling between their need for teacher guidance, group collaboration and self-directed study. To address these challenges, the article recommends formal professional development sessions for the PBL instructors, and the achievement of a balance between learner autonomy and teacher guidance. | - |
dc.language | eng | - |
dc.relation.ispartof | Reflective Practice | - |
dc.subject | problem-based learning (PBL) | - |
dc.subject | reflection | - |
dc.subject | pre-service teachers | - |
dc.subject | Canada | - |
dc.subject | Assessment literacy | - |
dc.title | Promoting reflection in pre-service teachers through problem-based learning: an example from Canada | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/14623943.2016.1164683 | - |
dc.identifier.scopus | eid_2-s2.0-84964645578 | - |
dc.identifier.volume | 17 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 347 | - |
dc.identifier.epage | 356 | - |
dc.identifier.eissn | 1470-1103 | - |
dc.identifier.isi | WOS:000377026500010 | - |