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The promise of problem-based learning for training pre-service technology teachers

University of South Africa (Unisa) Press
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This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: 1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? 2) To what extent do student teachers transfer their own experiences of PBL to the authentic classroom situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment. (South African Journal of Higher Education: 2003 17 (1): 39-46)

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