Enhancing Teacher Education Students’ Generic Skills Through Problem‐based Learning

Murray‐Harvey, Rosalind; Curtis, David D.; Cattley, Georgina; Slee, Phillip T.

doi:10.1080/10476210500205025

Cited by 16 publications

(10 citation statements)

References 15 publications

(11 reference statements)

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“…But to achieve the best results in problem-solving the sequence of stages should not be missed. This process is designed for different ways of thinking, and, consequently, involves different ways to achieve goals (Murray-Harvey et al, 2005). Having put forward one constructive idea, the student can go back to the previous stage to clarify the general approach or to go deeper into the analysis of the problem situation for a more accurate understanding of it.…”

Section: Pbl In Teacher Education Of Denmarkmentioning

confidence: 99%

Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

Roliak

Dutka

Mylytsya

et al. 2021

Ind. Jour. Manag. & Prod.

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Nowadays every European knowledge-based society demands a highly qualified, competent workforce being able to adjust to modern innovative production. To educate such specialists is the aim of contemporary teachers. So efficient and innovative pedagogic education becomes an integral part of the European education system. The article deals with the analysis of problem-based technology in the modern system of Danish teacher training in pedagogical higher educational institutions. Analyzing works of European scientists and problem-based model of teacher education in Denmark, working with university and college programs and documents we came to the conclusion that principles of problem-based technology in professional teacher training are similar in the whole European educational environment and in general they may be described as an approach to learning and instruction that has the following characteristics: 1) the use of problems as the starting point for learning, 2) small-group collaboration, 3) flexible guidance of a tutor, 4) student-initiated learning, 5) time availability for self-study. The findings imply that well-designed problem-based learning may lead to better educational results. Multiple sources in Ukrainian, European, and Danish educational environments at various time points from 1990 till 2020 have been used in data collection for this study. Pedagogic education in Ukraine requires a substantial adjustment at the legislative, structural, and technological levels. European experience in this sphere of teacher education modernization can become a valuable asset of the comparative pedagogic science. This practice will lead to effective technological change in teacher professional training in Ukraine.

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Section: Pbl In Teacher Education Of Denmarkmentioning

confidence: 99%

Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

Roliak

Dutka

Mylytsya

et al. 2021

Ind. Jour. Manag. & Prod.

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“…In this light, the strong correlation between the acquisitions of these two sets of skills is not surprising. In fact, the ability to become a knowledge seeker, to be able to collaborate and communicate, and to regulate and self-direct this learning process are essential skills necessary for defining a problem, analysing the situation, and integrating and applying knowledge to develop solutions for new situations (9,11,12). Additionally, students and tutors think that this methodology can also enhance creative thinking.…”

Section: Rolementioning

confidence: 99%

“…The PBL learning process addresses the effective development of research and problem-solving skills, refines higher-order thinking skills, creative and critical thinking, leadership and team work skills, selfregulated learning habits, and metacognition processes, and increases motivation and engagement for learning (8,9,11). In fact, there appears to be a close connection between the opportunities provided by PBL for developing communication (teamwork and interpersonal), research (problemsolving and self-directing learning), and cognitive (critical thinking and inquiry) skills (12).…”

Section: Introductionmentioning

confidence: 99%

Effect of PBL implementation on student and teacher perceptions of improvement in 21st century skills

Carrió

Rodríguez

Baños

2020

Preprint

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Background Problem-based learning (PBL) provides an encouraging learning environment to develop generic, research, and creative thinking skills, which have been identified as essential for facing 21 st century challenges. However, how PBL is implemented into a curriculum can be critical for achieving these outcomes. This study explores the effects of shifting the implementation of PBL from a PBL-module integrated into traditional subjects to full interdisciplinary PBL-courses in undergraduate health sciences students. Methods This study involved 651 participants, with 364 taking the PBL-module and 287 taking the PBL-courses. Students’ and tutors’ perceptions about the acquisition of the skill set as well as their satisfaction with the learning experience were collected through surveys and compared in both models. Results Results showed that in interdisciplinary PBL-courses, both students and teachers had the perception that both skills improvement and PBL usefulness were better, and overall were more satisfied with the course. A strong correlation was observed between the acquisition of generic and research skills and the perception of PBL usefulness and overall satisfaction with the experience. The study also showed how creative skills are developed during the different PBL phases. Conclusions This study provides new evidence on PBL characteristics that favour the development of these skills.

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“…The 3-4 small PLCs in the Residency I seminar course act as a larger PLC for the students. Within the small PLCs, teacher candidates engage in problem-based learning (PBL) events that mimic real-life school and classroom experiences (Hmelo-Silver, 2004;Murray-Harvey, Curtis, Cattley, & Slee, 2005). During a PBL event, teacher candidates identify what they know, what they need to know, and how they will learn more.…”

Section: A Case Example Of a Residency I Programmentioning

confidence: 99%

“…PBL allows for contextualized experiences in a culture of collaborative learning. Adult learners prefer problem-solving situations that require practical applications of learning, utilizing their prior knowledge and skills, applying their learning directly to their own life situations (Hmelo-Silver, 2004;Murray-Harvey, Curtis, Cattley, & Slee, 2005). Writing a teaching philosophy in a teacher preparation program aligns with these theoretical constructs.…”

Section: A Case Example Of a Residency I Programmentioning

confidence: 99%

Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

Caukin

Brinthaupt

2017

ij-sotl

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Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher candidates write an effective TPS. Seventy-three senior-level teacher candidates at a large public, comprehensive southeastern U.S. university participated in the study. At the end of their Residency I semester, they completed a survey in which they rated the importance and influence of the different program components on their TPS. It was determined that most of the curricular aspects promoted deep thinking and reflection on beliefs about teaching. Features that had the greatest impact on teacher candidates' teaching philosophy are discussed as well as implications for the findings. Most new teachers are expected to develop a teaching philosophy statement (TPS). In the present paper, we describe some of the major functions of a TPS and how it can be beneficial to the professional development of teacher candidates. We then describe a case example of a Residency I program and how the features of that program help teacher candidates write an effective TPS. Seventy-three seniorlevel teacher candidates at a large public, comprehensive southeastern U.S. university participated in the study. At the end of their Residency I semester, they completed a survey in which they rated the importance and influence of the different program components on their TPS. It was determined that most of the curricular aspects promoted deep thinking and reflection on beliefs about teaching. Features that had the greatest impact on teacher candidates' teaching philosophy are discussed as well as implications for the findings. Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

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Enhancing Teacher Education Students’ Generic Skills Through Problem‐based Learning

Cited by 16 publications

References 15 publications

Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

Effect of PBL implementation on student and teacher perceptions of improvement in 21st century skills

Using a Teaching Philosophy Statement as a Professional Development Tool for Teacher Candidates

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