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Problem-based learning: reflective coaching for teacher educators

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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.

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/1462394032000112200

Affiliations: Initial Professional Teacher Education, University of Colorado at Denver, Campus Box 106, P.O. Box 173364, Denver, CO 80217-3364, USA; cbasile@ceo.cudenver.edu Jefferson County Open School, 7655 W. 10th Ave, Lakewood, CO 80214, USA; e-mail: Flo_Olson@ceo.cudenver.edu Professional Learning Advancement Networks, University of Colorado at Denver, Campus Box 106, P.O. Box 173364, Denver, CO 80217-3364, USA; e-mail: Sally_nathenson@ceo.cudenver.edu

Publication date: October 1, 2003

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