The promise of problem-based learning for training pre-service technology teachers

Show simple item record Hattingh, Annemarie Van Loggerenberg-Hattingh, Annemarie Killen, Roy Killen, L.R. 2008-04-10T07:57:03Z 2008-04-10T07:57:03Z 2003
dc.description.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. en
dc.format.extent 183196 bytes
dc.format.mimetype application/pdf
dc.identifier.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. [] en
dc.identifier.issn 1011-3487
dc.language.iso en en
dc.publisher Unisa Press en
dc.rights Unisa Press en
dc.subject Problem-based learning en
dc.subject Pre-service technology teachers en
dc.subject Pre-service teacher education en
dc.subject Technology Education en
dc.subject.lcsh Problem-based learning
dc.subject.lcsh Educational technology
dc.subject.lcsh Technology -- Study and teaching
dc.title The promise of problem-based learning for training pre-service technology teachers en
dc.type Article en

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