Abstract
This paper outlines a problem-based approach to the teaching and learning of multicultural education for pre-service teachers at the University of Canberra during the second semester, 1999. Within the context of this research, problem-based teaching and learning will be considered as both curriculum and as a process. The curriculum consisted of carefully designed problems focusing on theoretical constructs relevant to the unit under scrutiny; the process involved problem solving, self-directed learning strategies and team participation at both the seminar and tutorial level (Gallagher, 1997). The decision to adopt this approach was driven by a need to connect practical classroom scenarios with the theoretical basis of the course. It was through the adoption of an Action Research model that these issues were explored.
Published Version
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