Abstract
Problem-based learning (PBL) is an inquiry-based approach to learning that requires students to be engaged with a real-world problem. PBL is underpinned by constructivist learning principles whereby learners will be intrinsically motivated as they are challenged and given autonomy to direct their own learning. In the COVID-19 pandemic teaching and learning landscape, there is an increasing need to harness the affordances of technology to engage students in their learning. In this chapter, preservice teachers are immersed in either a traditional PBL environment (tPBL) or an technology-enhanced PBL environment (ePBL). The focus of this study is to examine the effects of PBL (tPBL and ePBL) on preservice teachers’ motivational orientations. The understanding of the changes in preservice teachers’ motivational orientations after PBL (tPBL and ePBL) will inform teacher educators on how to improve on its implementation to enhance preservice teachers’ motivation to learn. An understanding of how a constructivist pedagogical approach impact on preservice teachers’ motivation to learn is pivotal as teachers role model and design learning environment to inculcate in their learners the motivation and passion to learn and become lifelong learners.
Original language | English |
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Title of host publication | Graduate Employability and Workplace-Based Learning Development |
Subtitle of host publication | Insights from Sociocultural Perspectives |
Publisher | Springer Nature |
Pages | 123-141 |
Number of pages | 19 |
ISBN (Electronic) | 9789811956225 |
ISBN (Print) | 9789811956218 |
DOIs | |
Publication status | Published - Jan 1 2022 |
Externally published | Yes |
Bibliographical note
Publisher Copyright:© The Editor(s)(if applicable) and The Author(s), underexclusive license to Springer Nature Singapore Pte Ltd. 2022.
ASJC Scopus Subject Areas
- General Social Sciences