The promise of problem-based learning for training pre-service technology teachers

Abstract

This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: (1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? (2) To what extent do student teachers transfer their own experiences of PBL to the authentic classroom situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment.

Developing staff for the implementation of problem-based learning: Experiences from Botswana

“…It cannot be denied that staff development programmes are needed in order to support tutors in defining their primary tasks and roles as tutors within a PBL context (Bowman and Hughes 2005;Hattingh and Killen 2003). In order for PBL to be successfully implemented, tutors need to be trained how to: 1) create clear boundaries regarding tutor roles, 2) model professional behaviour and 3) keep the group focussed on meeting their learning objectives (Bowman and Hughes 2005).…”

“…A further challenge for tutors is the need to step out of their role as sole bearers of knowledge, and shift the responsibility of learning to the learners. In describing a study which involved the training of pre-service teachers in the application of PBL principles, Hattingh and Killen (2003) complain about the difficulty faced when training educators to make the adjustment from dispensers of content to facilitators of learning. Research shows that the competence of the tutor as a facilitator is key to the success of PBL, especially in terms of stimulating active learning and promoting self-directed and collaborative learning (Henk and Dolmans 2006).…”