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
Keywords: Problem-based learning, Beliefs about teaching and learning, Approaches to teaching, Teaching behavior, Tutor categories
Original language | English |
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Pages (from-to) | 12–23 |
Journal | Teaching and Teacher Education: An international journal of Research and Studies |
Volume | 60 |
DOIs | |
Publication status | Published - 2016 |