Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

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Author(s): Jennifer Lock (University of Calgary, Canada)and Kim Koh (University of Calgary, Canada)
Copyright: 2020
Pages: 16
Source title: Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-9232-7.ch005

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Contemporary educational reform in North America, as well as other parts of the world, has led to a shift toward conceptualizing assessment, teaching, and learning for the purpose of developing students' competencies (e.g., critical thinking, complex problem-solving, creativity and innovation, collaboration). Both in K−12 schools and higher education, instructors need to adopt innovative pedagogies and assessments to support the fostering of these competencies. In this chapter, the authors report on a mixed-method study where the implementation of problem-based learning (PBL) was used in a preservice teachers' assessment course designed in a teacher preparation program at one western Canadian university. The findings acknowledge that facilitating PBL is a pedagogical shift and requires instructors to revisit their pedagogical practices and assumptions in relation to student learning and teaching. The chapter concludes with three directions for future research.

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Instructors' Professional Learning and Implementation of Problem-Based Learning in Higher Education

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