Abstract
This paper explores problem-based learning as a dimension that adds context and framework to coaching and reflection. The process for problem-based learning is described as a healthy environment for reflection, discussion and problem solving. Results illustrate how teacher candidates move from micro-reflection to self-reflection to macro-reflection as they engage in a year-long teacher education program in a professional development school. Implications from the study suggest that problem-based learning is a valid process for the enculturation of teacher candidates to schools and to the profession of teaching.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.