Problem-Based Learning: Instructor Characteristics, Competencies, and Professional Development

2011 ◽  
Author(s):  
Anna T. Cianciolo ◽  
Jeff Grover ◽  
William R. Bickley ◽  
David Manning
Keyword(s):  
Professional Development ◽  
Problem Based Learning ◽  
Instructor Characteristics

scholarly journals Measuring Teachers’ Learning from a Problem-Based Learning Approach to Professional Development in Science Education

2008 ◽  
Vol 2 (2) ◽  
Author(s):  
Ayelet Weizman ◽  
Beth A. Covitt ◽  
Matthew J. Koehler ◽  
Mary A. Lundeberg ◽  
Joy A. Oslund ◽  
...  
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Problem Based Learning ◽  
Learning Approach

scholarly journals Problem-Based Learning for Responsive and Transformative Teacher Professional Development

2019 ◽  
Vol 1 (1) ◽  
pp. 18-25
Author(s):  
Tom J. McConnell ◽  
Joyce M. Parker ◽  
Jan Eberhardt
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Pedagogical Practice ◽  
Additional Information ◽  
Teacher Professional

Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.

A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers

1997 ◽  
Vol 20 (4) ◽  
pp. 363-379 ◽  
Author(s):  
Linda Neal Boyce ◽  
Joyce VanTassel-Baska ◽  
Jill D. Burruss ◽  
Beverly Taylor Sher ◽  
Dana T. Johnson
Keyword(s):  
Professional Development ◽  
Gifted Education ◽  
Science Curriculum ◽  
Problem Based Learning ◽  
Learning Opportunities ◽  
High Ability ◽  
Development Programs ◽  
Parallel Learning ◽  
Gifted Learners ◽  
Creative Problem

One of the curriculum development efforts of the Center for Gifted Education at the College of William and Mary has resulted in a problem-based learning (PBL) science curriculum for high-ability learners in grades kindergarten through eight. Professional development programs accompany the curriculum, which are designed to facilitate unit implementation and to enable educators to develop their own units. The purpose of this discussion is to analyze the use of problem-based learning as a catalyst for developing and implementing a curriculum that is both challenging and constructivist in its orientation. The authors compare problem-based learning with creative problem solving and inquiry, explain how metacognition is linked to the approach of problem-based learning, and describe the PBL-based inservice programs developed for teachers and administrators. Implications for implementing problem-based learning in classrooms for gifted learners conclude the discussion.

Online Continued Learning for All Educators

2019 ◽  
pp. 168-190
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Problem Based Learning ◽  
Inservice Teachers ◽  
Learning Trajectory ◽  
Online Programs ◽  
Pedagogical Reasoning ◽  
Online Teacher Education ◽  
Online Teacher ◽  
Continued Learning

The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of systems pedagogical reasoning approach for integrating TPACK content of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning, involving a research-based trajectory and framed within a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extended the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Guided active participation and systems pedagogical reasoning provided key ideas for engaging the online TPACK learning trajectory to guide the thinking about and implementing online teacher education professional development. Multiple factors framed the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing all teachers' TPACK transformations – preservice, inservice, and higher education faculty.

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