Transforming Pedagogy: Changing Perspectives from Teacher-Centered to Learner-Centered

Abstract

This study used an online-structured interview methodology to examine the impact of an intensive field experience in facilitating problem (PBL) and project-based learning (PjBL) on teachers' pedagogy. The purpose of the study was to determine to what extent the field experience had transformed their teaching. Data were collected in the form of online interviews with 36 participants who completed the gifted education licensure program at a regional state university in the southeast. The online interviews were followed up with telephone interviews with four of the participants. The resulting themes can be grouped under the major categories of teacher-related and student-related themes. This article will focus on the teacherrelated themes, the most important being the change in the teachers' pedagogy. The article will further discuss the obstacles that stood in the way of the teachers' successful implementation of PBL and PjBL.

How to Enhance Interdisciplinary Competence—Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

“…PBL (Marra, Jonassen, Palmer, & Luft, 2014;Savery & Duffy, 1995), PjBL (Blumenfeld et al, 1991), and interdisciplinary learning (Klein, 2006) are highly associated with the constructivist philosophy, particularly the work of Piaget, Dewey, and Vygotsky (Dole et al, 2016). The constructivist philosophy focuses on learning as an active process in which the inquiry of knowledge is based on personal experiences and interactions with the environment.…”

“…Research regarding PBL and PjBL is often lacking clarity on elements of educational design (Dole et al, 2016;Kolmos, 2016). Some researchers even tend to equalize both pedagogies (English & Kitsantas, 2013;Maudsley, 1999).…”

“…Both pedagogies are learning approaches that emphasize students' collaboration in providing an authentic application of content and skills, while aiming for a development of twenty-first century skills (Larmer, 2014;Perrenet, Bouhuijs, & Smits, 2000;Savery, 2006). Since research on competence development in PBL and PjBL is lacking clarity on elements of educational design (Dole, Bloom, & Kowalske, 2016;Kolmos, 2016), this paper outlines similarities and differences of both pedagogies to investigate the following research question: which pedagogy is more suited to facilitate the development of interdisciplinary competence-iPBL or iPjBL?…”

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“…However, according to Dole, Bloom, and Kowalske (2016), 21 st century skills cannot be properly measured through current standardized testing methods. In other words, skills like critical thinking, problem solving, creativity, communication, and collaboration -the skills students need most for success in the workplace -are not even covered by the tests they spend so much time preparing to take.…”

“…Teacher centered instruction (e.g. lectures and teacher demonstrations) is prevalent in many classrooms because it allows teachers to have more control of the pacing of the curriculum (Dole et al, 2016). However, these teacher-centered strategies do not often allow for the development of 21 st century skills like creativity, critical thinking, or problem solving, which are essential for success in the modern world.…”