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.
|Journal||New Frontiers in Education|
|Publication status||Published - Jul 2002|
Bibliographical noteChan, Y.-M. (2002). Teacher educators and problem-based learning: A pilot study. New Frontiers in Education, 32(3), 185-189.
- Teacher Education
- Theory and Practice of Teaching and Learning