Enhancing self-confidence of physical education student teachers using problem-based learning
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AbstractProblem-based learning (PBL) is a student-centered teaching and learning approach that emphasizes critical thinking and problem solving. In PBL studies, students engage in projects of their own initiation with the support of teachers who act as coaches. This report included data from two studies. In the first study, 5 student teachers from a teacher education institute learned using PBL for one semester. Data on their self-confidence was collected using observations and an in-depth interview. In the second study, 7 student teachers from the same institute were involved in a pre-test/post-test design using PBL as the intervention on their self-confidence. Findings from both studies suggested that PBL was effective in promoting student self-confidence. In addition, the capacity for self-learning of participants was enhanced as a result of the study. Implications for teacher education were discussed in this report.
Chin, M.-K., Mok, M. M.-C., & Chung, J.-W. (2004). Enhancing self-confidence of physical education student teachers using problem-based learning. In M.-K. Chin, L. D. Hensley, P. Cote, & S. Chen (Eds.), Global perspectives in the integration of physical activity, sports, dance, and exercise science in physical education: From theory to practice (pp. 345-359). Hong Kong: Dept. of Physical Education and Sports Science, The Hong Kong Institute of Education.