Abstract:

Several studies have claimed problem based learning to be advantageous in articulating education outcomes at all levels. Despite the many claims made, it often remains uncertain just how problem based learning could create space for teacher development in the 21st century. The author argues that effective problem based learning requires group efforts to engage, sharing ideas equally and fairly, finding common grounds, and accommodating. This article is designed to probe such uncertainties by investigating the effects of problem based learning in developing first year student teachers for work integrated learning. The article provides empirical evidence to the effects of problem based learning as occurred in work integrated learning excursions. Since the success of any intervention depends entirely upon its theoretical soundness and proper implementation, this study took place in one of the higher education institutions that employs work integrated learning as a strategy to prepare first year student teachers for work integrated learning.

This article utilises a combination of problem based learning concepts by Barrows, which are translated into a number of fundamental components such as problem-driven learning, self-directed learning, and collaborative learning. Using the interpretive qualitative phenomenological study, first year students (n=94) were randomly sampled to complete a questionnaire on their experience of solving problems in small groups. The study adopted a content analysis approach to analyse the data generated from an open-ended questionnaire.

The findings indicate that problem based learning create space for students’ active participation as they find a way to collaborate, think critically, communicate, and develop mutual understanding.

Keywords:

Problem-based learning, work integrated learning, first year student teacher, excursion, intervention.