Authentic cases and media triggers for supporting problem-based learning in teacher education

Keppell, Mike (2008) Authentic cases and media triggers for supporting problem-based learning in teacher education. In: Online and distance learning: concepts, methodologies, tools, and applications. IGI Publishing (IGI Global), Hershey, PA. United States, pp. 2568-2580. ISBN 978-1-59904-935-9

Abstract

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2008 IGI. Permanent restricted access to published version in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Faculty of Sciences - Department of Maths and Computing
Date Deposited: 21 Aug 2014 01:12
Last Modified: 12 Sep 2016 03:04
Uncontrolled Keywords: problem-based learning; authentic scenarios; educational triggers
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130306 Educational Technology and Computing
13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1303 Specialist Studies in Education > 130399 Specialist Studies in Education not elsewhere classified
Socio-Economic Objective: C Society > 93 Education and Training > 9305 Education and Training Systems > 930501 Education and Training Systems Policies and Development
Identification Number or DOI: 10.4018/978-1-59904-935-9.ch204
URI: http://eprints.usq.edu.au/id/eprint/25135

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