Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18125
Title: 
Authors: 
Keywords: 
Assessment literacy
Canada
Reflection
Pre-service teachers
Problem-Based Learning (PBL)
Issue Date: 
2016
Citation: 
Koh, K., & Tan, C. (2016). Promoting reflection in pre-service teachers through problem-based learning: An example from Canada. Reflective Practice: International and Multidisciplinary Perspectives, 17(3), 347-356. http://dx.doi.org/10.1080/14623943.2016.1164683
Abstract: 
This article discusses the process, benefits, challenges and recommendations associated with the adoption of the Problem based Learning (PBL) approach to promote reflection for pre-service teachers. Drawing upon Schön’s concept of reflection, this article explains how a pre-service course in Canada aims to promote the participants’ ‘reflection in action’ of assessment content knowledge and professional competence through PBL. The article points out that PBL enables the pre-service teachers to critically reflect on assessment issues and make meaningful connections between their reflections and real-life teaching. The key challenges are the facilitators’ inadequate understanding of using PBL to promote reflection, as well as the preservice teachers’ struggle with time constraint and juggling between their need for teacher guidance, group collaboration and self-directed study. To address these challenges, the article recommends formal professional development sessions for the PBL instructors, and the achievement of a balance between learner autonomy and teacher guidance.
Description: 
This is the final draft, after peer-review, of a manuscript published in Reflective Practice. The published version is available online at http://dx.doi.org/10.1080/14623943.2016.1164683
URI: 
ISSN: 
1462-3943 (print)
1470-1103 (online)
Other Identifiers: 
10.1080/14623943.2016.1164683
Appears in Collections:Journal Articles

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