The promise of problem-based learning for training pre-service technology teachers
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Date
Authors
Hattingh, Annemarie
Van Loggerenberg-Hattingh, Annemarie
Killen, Roy
Killen, L.R.
Journal Title
Journal ISSN
Volume Title
Publisher
Unisa Press
Abstract
This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: (1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? (2) To what extent do student teachers transfer their own experiences of PBL to the authentic class-
room situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative
methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced
uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment.
Description
Keywords
Problem-based learning, Pre-service technology teachers, Pre-service teacher education, Technology Education
Sustainable Development Goals
Citation
Hattingh, A & Killen, R 2003, 'The promise of problem-based learning for training pre-service technology teachers', South African Journal of Higher Education, vol. 17, no. 1, pp. 39-46. [http://www.unisa.ac.za/default.asp?Cmd=ViewContent&ContentID=20128]