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

doi:10.1016/j.tate.2016.07.022

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

Department of Human Resource Studies

Research output: Contribution to journal › Article › Scientific › peer-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 language	English
Pages (from-to)	12–23
Journal	Teaching and Teacher Education: An international journal of Research and Studies
Volume	60
DOIs	https://doi.org/10.1016/j.tate.2016.07.022
Publication status	Published - 2016

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

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",

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year = "2016",

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Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment : A mixed methods study. / van Assen, J.H.E.; Meijers, F.; Otting, H.; Poell, R.F.

In: Teaching and Teacher Education: An international journal of Research and Studies, Vol. 60, 2016, p. 12–23.

Research output: Contribution to journal › Article › Scientific › peer-review

TY - JOUR

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T2 - A mixed methods study

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AU - Meijers, F.

AU - Otting, H.

AU - Poell, R.F.

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AB - 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

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DO - 10.1016/j.tate.2016.07.022

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JO - Teaching and Teacher Education: An international journal of Research and Studies

JF - Teaching and Teacher Education: An international journal of Research and Studies

SN - 0742-051X

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

Abstract

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