SOCIAL CONSTRUCTION OF KNOWLEDGE IN FUTURE TEACHERS IN PROBLEM-BASED LEARNING TEAMS

Abstract

The transformation in teacher training today is a widely analysed issue in the field of higher education. The search for educational strategies allowing to develop competences important to a future teacher, to be constantly learning, to be able to collaborate in a team, to analyse and solve authentic problems, to construct one’s knowledge is gaining bigger and bigger relevance. It has been noticed that problem-based learning is one of attractive strategies responding to many challenges that higher education studies of today are facing. The aim of the present research is to reveal the opportunities and experiences of social construction of knowledge in future teachers in problem-based learning teams. The problem question is how do future teachers socially construct knowledge in problem-based learning teams? The methods of the analysis of scientific literature and interview have been used. Using the method of the analysis of scientific literature, the importance of social construction of knowledge in teacher training and opportunities for activity of future teachers in terms of knowledge construction in problem-based learning teams have been revealed. Interview with future teachers has highlighted students’ various experiences in problem-based learning teams. There future teachers were learning to critically evaluate their own and their colleagues’ ideas from various aspects. The development of the abilities to analyse and solve authentic problem-based situations the teachers will face in future every day has been emphasized. The dynamics of teamwork manifesting itself in problem-based learning has allowed future teachers to reflect on the progress of their knowing how to learn and share.