PROBLEM-BASED LEARNING IN TEACHER EDUCATION: Impact on Student Teachers’ Motivational Orientations

Bee Leng Chua; Woon Chia Liu

doi:10.4324/9781003455721-3

PROBLEM-BASED LEARNING IN TEACHER EDUCATION: Impact on Student Teachers’ Motivational Orientations

Bee Leng Chua, Woon Chia Liu

Nanyang Technological University

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Abstract

Problem-based learning (PBL) is a pedagogical innovation whereby real-world problems are used to trigger students’ learning. The use of authentic scenarios in PBL also enhances learners’ motivation for self-directed and collaborative learning. This chapter examines the predictive relations between PBL processes of problem posing, scaffolding, and connecting, on preservice teachers’ motivational orientations. Findings demonstrate the importance of preservice teachers’ prior motivational orientations in determining how much they will benefit from the key PBL processes within a PBL environment. These results informed practical considerations for PBL in teacher education and provide recommendations for future research.

Original language	English
Title of host publication	Developing Future-Ready Learners for a Global Age
Subtitle of host publication	Pedagogical Innovations in Singapore
Publisher	Taylor and Francis
Pages	11-22
Number of pages	12
ISBN (Electronic)	9781040260937
ISBN (Print)	9781032596723
DOIs	https://doi.org/10.4324/9781003455721-3
Publication status	Published - Jan 1 2024
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2025 selection and editorial matter, Suzanne S. Choo, Woon Chia Liu, and Bee Leng Chua; individual chapters, the contributors.

ASJC Scopus Subject Areas

General Social Sciences

Access to Document

10.4324/9781003455721-3

Cite this

@inbook{abbc0b53a55b4d9d9ababb7f3d4ee16f,

title = "PROBLEM-BASED LEARNING IN TEACHER EDUCATION: Impact on Student Teachers{\textquoteright} Motivational Orientations",

abstract = "Problem-based learning (PBL) is a pedagogical innovation whereby real-world problems are used to trigger students{\textquoteright} learning. The use of authentic scenarios in PBL also enhances learners{\textquoteright} motivation for self-directed and collaborative learning. This chapter examines the predictive relations between PBL processes of problem posing, scaffolding, and connecting, on preservice teachers{\textquoteright} motivational orientations. Findings demonstrate the importance of preservice teachers{\textquoteright} prior motivational orientations in determining how much they will benefit from the key PBL processes within a PBL environment. These results informed practical considerations for PBL in teacher education and provide recommendations for future research.",

author = "Chua, {Bee Leng} and Liu, {Woon Chia}",

note = "Publisher Copyright: {\textcopyright} 2025 selection and editorial matter, Suzanne S. Choo, Woon Chia Liu, and Bee Leng Chua; individual chapters, the contributors.",

year = "2024",

month = jan,

day = "1",

doi = "10.4324/9781003455721-3",

language = "English",

isbn = "9781032596723",

pages = "11--22",

booktitle = "Developing Future-Ready Learners for a Global Age",

publisher = "Taylor and Francis",

address = "United States",

}

TY - CHAP

T1 - PROBLEM-BASED LEARNING IN TEACHER EDUCATION

T2 - Impact on Student Teachers’ Motivational Orientations

AU - Chua, Bee Leng

AU - Liu, Woon Chia

PY - 2024/1/1

Y1 - 2024/1/1

N2 - Problem-based learning (PBL) is a pedagogical innovation whereby real-world problems are used to trigger students’ learning. The use of authentic scenarios in PBL also enhances learners’ motivation for self-directed and collaborative learning. This chapter examines the predictive relations between PBL processes of problem posing, scaffolding, and connecting, on preservice teachers’ motivational orientations. Findings demonstrate the importance of preservice teachers’ prior motivational orientations in determining how much they will benefit from the key PBL processes within a PBL environment. These results informed practical considerations for PBL in teacher education and provide recommendations for future research.

AB - Problem-based learning (PBL) is a pedagogical innovation whereby real-world problems are used to trigger students’ learning. The use of authentic scenarios in PBL also enhances learners’ motivation for self-directed and collaborative learning. This chapter examines the predictive relations between PBL processes of problem posing, scaffolding, and connecting, on preservice teachers’ motivational orientations. Findings demonstrate the importance of preservice teachers’ prior motivational orientations in determining how much they will benefit from the key PBL processes within a PBL environment. These results informed practical considerations for PBL in teacher education and provide recommendations for future research.

UR - http://www.scopus.com/inward/record.url?scp=85211885012&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85211885012&partnerID=8YFLogxK

U2 - 10.4324/9781003455721-3

DO - 10.4324/9781003455721-3

M3 - Chapter

AN - SCOPUS:85211885012

SN - 9781032596723

SP - 11

EP - 22

BT - Developing Future-Ready Learners for a Global Age

PB - Taylor and Francis

ER -

PROBLEM-BASED LEARNING IN TEACHER EDUCATION: Impact on Student Teachers’ Motivational Orientations

Abstract

Bibliographical note

ASJC Scopus Subject Areas

Access to Document

Other files and links

Cite this