Teacher educators and problem-based learning: A pilot study

Yiu Man CHAN

Research output: Contribution to journalArticle

Abstract

This paper gives a brief review on the origin of problem-based learning. Eleven steps in the continuum of Problem-based learning as well as the SPICES model will be outlined. While the eleven steps relate to the application of ‘rule’ and ‘examples’, the SPICES model provides a possible framework for curricular analysis. Applying the SPICES model in a teacher education institution, a pilot study was conducted to a small group of teacher educators in order to explore their perception on the curriculum strategy they use. A small group of teacher educators responded to the survey. The main findings suggest that lecturers tend to use a standardized program format rather than one with electives. There are also indications that the lecturers have little time and space for course development, as the planning decision heavily relies on the course coordinator or organizer. Most teacher educators however, do have flexibility in selecting the teaching strategies they use, but they seem to have little influence in the design of curriculum strategies. Copyright © 2002 Kanishaka Publishers.
Original languageEnglish
Pages (from-to)185-189
JournalNew Frontiers in Education
Volume32
Issue number3
Publication statusPublished - Jul 2002

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teacher
small group
learning
university teacher
curriculum
teaching strategy
indication
flexibility
planning
education
time

Bibliographical note

Chan, Y.-M. (2002). Teacher educators and problem-based learning: A pilot study. New Frontiers in Education, 32(3), 185-189.

Keywords

  • Teacher Education
  • Theory and Practice of Teaching and Learning