Article 2016

Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study

AJ
Assen, J. H.E.
 MF
Meijers, Frans J.M.
 OH
Otting, Hans
 PR
Poell, Rob F.
Teaching and Teacher Education
Journal · Vol. 60 · pp. 12-23
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. © 2016 Elsevier Ltd

Keywords

Author Keywords

Problem-based learning Teaching behavior Approaches to teaching Beliefs about teaching and learning Tutor categories

Index Keywords

Author Affiliations
Tilburg University, Tilburg, Noord-Brabant, Netherlands
NHL Stenden University of Applied Sciences, Leeuwarden, Friesland, Netherlands
Centrum voor Lectoraten & Onderzoek, The Hague University of Applied Sciences, The Hague, Zuid-Holland, Netherlands
Funding & Acknowledgements
No funding information
References 10 References
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9 Research Design Qualitative Quantitative and Mixed Methods Approaches, (2003)
10 Abrandt-Dahlgren, Madeleine, PBL from the teachers' perspective: Conceptions of the tutor's role within problem based learning, Higher Education, 36, 4, pp. 437-447, (1998)
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