A Unique Hybrid Problem-Based Learning Model: Prospective Teacher Education and Development

Lorenzo Cherubini
{"title":"A Unique Hybrid Problem-Based Learning Model: Prospective Teacher Education and Development","authors":"Lorenzo Cherubini","doi":"10.22606/jaer.2020.52003","DOIUrl":null,"url":null,"abstract":"Problem-Based Learning is understood as a student-centred approach to teaching and learning that complements psychological and social-constructivist learning models and theories. The literature points to the fact that PBL, as a case-based platform, is highly applicable to teacher education and professional development. Social-constructivist learning invites prospective teachers to participate thoughtfully in inquiry-based problems and analysis that have genuine implications on student and classroom issues. This paper, therefore, discusses a unique PBL model used in a professional teacher education program in a mid-sized university in Ontario, Canada. The combination of case-study, on-line communication, and the focus on students’ metacognitive skills and processes increases students’ control of their learning and engages them in meaningful and functional activities. The unique PBL model is a process of inquiry that creates spaces for prospective teachers to investigate, discuss, and negotiate the multiple and pertinent complexities and perspectives related to teachers’ practice.","PeriodicalId":100751,"journal":{"name":"Journal of Agricultural Engineering Research","volume":"19 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Agricultural Engineering Research","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22606/jaer.2020.52003","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

Abstract

Problem-Based Learning is understood as a student-centred approach to teaching and learning that complements psychological and social-constructivist learning models and theories. The literature points to the fact that PBL, as a case-based platform, is highly applicable to teacher education and professional development. Social-constructivist learning invites prospective teachers to participate thoughtfully in inquiry-based problems and analysis that have genuine implications on student and classroom issues. This paper, therefore, discusses a unique PBL model used in a professional teacher education program in a mid-sized university in Ontario, Canada. The combination of case-study, on-line communication, and the focus on students’ metacognitive skills and processes increases students’ control of their learning and engages them in meaningful and functional activities. The unique PBL model is a process of inquiry that creates spaces for prospective teachers to investigate, discuss, and negotiate the multiple and pertinent complexities and perspectives related to teachers’ practice.
一种独特的基于问题的混合学习模式:前瞻性教师教育与发展
基于问题的学习被理解为一种以学生为中心的教学方法,是对心理学和社会建构主义学习模式和理论的补充。文献指出,PBL作为一个基于案例的平台,在教师教育和专业发展中具有很高的适用性。社会建构主义学习邀请未来的教师深思熟虑地参与基于探究的问题和分析,这些问题和分析对学生和课堂问题有真正的影响。因此,本文讨论了在加拿大安大略省一所中等规模大学的专业教师教育项目中使用的独特的PBL模式。案例研究、在线交流以及对学生元认知技能和过程的关注相结合,提高了学生对学习的控制,并使他们参与有意义和功能的活动。独特的PBL模式是一个探究的过程,它为未来的教师创造了调查、讨论和协商与教师实践相关的多种相关复杂性和观点的空间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信