انرژی‌بخشی به آموزش معلمان و توسعه حرفه‌ای با یادگیری مبتنی بر مشکل

How can we help both beginning and experienced teachers engage students in today=s diverse classrooms? How can we focus on actual problems that teachers face? This book offers a learning tool--problem-based learning (PBL). PBL is an instructional method that encourages learners to use critical thinking and problem solving as they apply content knowledge to real-world problems and issues. Editor Barbara Levin and the book=s contributing authors believe that if teachers are to use PBL effectively with their K-12 students, they need to personally experience PBL themselves. Levin provides field-tested examples of how teacher educators have used PBL in many professional development settings. Based on actual PBL units and activities contributed by various authors, the book describes how teachers tackled authentic problems that required them to find, evaluate, and use resources to learn, just as they expect their students to do when using PBL. A brief introduction explains why and how to use PBL with teachers. Chapters 1B5 focus on how the chapter authors used PBL in different teacher preparation courses at several universities. Chapters 6 and 7 show how the authors, working with experienced teachers, used PBL in inservice and staff development settings. The final chapter offers answers to frequently asked questions about using PBL with teachers. This collection of papers presents a variety of field-tested examples that use problem-based learning (PBL) for teacher education in many professional development settings. It describes PBL activities for preservice, novice, and experienced educators at all levels. The eight chapters describe teacher educators' experiences using PBL in their particular professional development settings. The chapters are: (1) "They Expect Teachers To Do That? Helping Teachers Explore and Take Ownership of Their Profession" (Carol D. Dean); (2) "Problem-Based Learning in an Undergraduate Educational Psychology Course" (Lee Shumow); (3) "Providing Structure for Analyzing Authentic Problems" (Jean W. Pierce and Herbert G. Lange); (4) "The Inclusion Classroom Problem: Learning about Students with Disabilities" (Katherine L. Hibbard, Barbara B. Levin, and Tracy C. Rock); (5) "The Charter School and Problem-Based Learning" (Barbara B. Levin); (6) "Using Problem-Based Learning To Teach Problem-Based Learning" (Sara M. Sage); (7) "Classroom Action Research as Problem-Based Learning" (Gwynn Mettetal); and (8) "Frequently Asked Questions about Problem-Based Learning" (Barbara B. Levin with Carol D. Dean and Jean W. Pierce). (Contains 8 references.) (SM) Explains Why And How To Use The Problem-based Learning (pbl) Instructional Method With Teachers In Ongoing Professional Development, Discussing Several Topics For Which It Can Be Used, Including Educational Psychology And Inclusive Classrooms. They Expect Teachers To Do That? : Helping Teachers Explore And Take Ownership Of Their Profession / Carol D. Dean -- Problem-based Learning In An Undergraduate Educational Psychology Course / Lee Shumow -- Providing Structure For Analyzing Authentic Problems / Jean W. Pierce And Herbert G. Lange -- The Inclusion Classroom Problem: Learning About Students With Disabilities / Katherine L. Hibbard, Barbara B. Levin, And Tracy C. Rock -- The Charter School And Problem-based Learning / Barbara B. Levin -- Using Problem-based Learning To Teach Problem-based Learning / Sara M. Sage -- Classroom Action Research As Problem-based Learning / Gwynn Mettetal -- Frequently Asked Questions About Problem-based Learning / Barbara B. Levin With Carol D. Dean And Jean W. Pierce. Edited By Barbara B. Levin. Ascd Product No. 101002--t.p. Verso. Includes Bibliographical References And Index. Explores how to use problem-based learning with novice and expert teachers in every grade level.