Facilitating problem-based learning in teacher education: getting the challenge right

Abstract

The problem-based learning (PBL) literature presents the shift from teacherdirected transmission models of instruction to facilitation as a challenge for PBL tutors. This article reports an in-depth thematic analysis of reflective written responses on PBL of 63 teacher education students enrolled at an Australian university. Attitudes, skills and knowledge represent three distinctive dimensions of facilitation identified by students. Both content and pedagogical knowledge emerged as features of effective facilitators who students considered as: (1) displaying attitudes conveying belief in the capacity of learners; (2) assuming a humble posture of learning by not considering themselves the font of all knowledge; and (3) creating environments conducive to participation and mutual support through scaffolding and group work. Students indicated that PBL offered an effective approach to incorporate into their future teaching practice.

The Iterative Development and Use of an Online Problem-Based Learning Module for Preservice and Inservice Teachers

“…Useful categories for teacher characteristics for effective PBL implementation include skills, attitudes, and knowledge (Pourshafie & Murray-Harvey, 2013). After preservice teachers experienced PBL as learners, they found that they recognized the need for a shift in attitude about the role of the teacher and that the shifting attitude would influence both knowledge and skills of PBL.…”

“…The process of being able to hold back teacher input is important for creating a space for student learning. The preservice teachers' statements about knowledge indicated a range of areas where they could see the importance of knowledge for PBL implementation, such as knowing (a) the curriculum and (b) what students know (Pourshafie & Murray-Harvey, 2013).…”

The influence of online resources on student–lecturer relationship in higher education: a comparison study

“…Expert power is the ability to provide another with the required information, knowledge or expert advice that comes from experience or education (Coon and Mitterer 2008;Nazarko 2004;Phillips and Gully 2011). It is synonymous with the well-known educational concept of ''content knowledge'', which is the knowledge that expert teachers call upon (Pourshafie and Murray-Harvey 2013). Whilst lecturers have expert power because of the knowledge that they have, students gain expert knowledge through both their teachers and the online learning resources they access outside of the classroom.…”

Prospective and in-service teachers’ perspectives about launching a problem

“…Problem-based instruction poses special challenges in terms of how to best prepare teachers to enact the ideals of reform (De Simone 2008;Ertmer and Simons 2006;Pourshafie and Murray-Harvey 2013). One implication of this study for teacher education is that discussions about launching a problem should include analyses of the implicit assumptions that underlie the PSTs' and ISTs' perspectives.…”