Evaluating the use of problem-based learning in a new initial teacher education degree

Patrick, F. and McPhee, A. (2014) Evaluating the use of problem-based learning in a new initial teacher education degree. Teacher Advancement Network Journal, 6(2), pp. 3-12.

Abstract

This paper discusses research conducted to explore student perceptions of problem based learning (PBL) as used in a concurrent degree programme of primary teacher education in Scotland. The research sought to understand the extent to which problem-based learning supported students to make links between educational theory and professional practice. This was of particular interest given that a theory-practice divide is attested to in the literature on initial teacher education. The study concludes that the majority of the students who took part in the research perceive that PBL enables them to make links between theory and practice. However the construction of the PBL scenarios is important in supporting them to do this, as is the reflexive aspect of the PBL approach.

• Item Type: Articles
• Keywords: Problem based learning; initial teacher education; dialogic learning; enquiry.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Patrick, Dr Fiona and McPhee, Dr Alastair
• Authors: Patrick, F., and McPhee, A.
• Subjects: L Education > LB Theory and practice of education
• College/School: College of Social Sciences > School of Education > Interdisciplinary Science Education Technologies and Learning; College of Social Sciences > School of Education > Culture, Literacies, Inclusion & Pedagogy
• Journal Name: Teacher Advancement Network Journal
• Publisher: University of Cumbria
• ISSN: 2054-5266
• ISSN (Online): 2054-5266