Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study

J.H.E. van Assen, F. Meijers, H. Otting, R.F. Poell

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The purpose of this study was to explore the discrepancy between teacher beliefs and behavior in a Problem-Based Learning (PBL) environment. Using a survey and observations, this study demonstrated that tutors prefer learner-oriented beliefs, but in their teacher behavior they showed a more traditional approach to teaching. Analysis of semi-structured interviews indicated that this inconsistency could be attributed to the way in which problem-based learning is embedded in the curriculum, the confidence teachers have in the self-directed capabilities of students, and the self-confidence of teachers regarding their own facilitation skills.
Keywords: Problem-based learning, Beliefs about teaching and learning, Approaches to teaching, Teaching behavior, Tutor categories
Original languageEnglish
Pages (from-to)12–23
JournalTeaching and Teacher Education: An international journal of Research and Studies
Volume60
DOIs
Publication statusPublished - 2016

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