Abstract
The chapter looks at the role of the facilitator in the one-day, one-problem approach to PBL. It explores not only the facilitators' actions in the classrooms but also their beliefs about teaching. The chapter follows the development of RP facilitators from the time they enter the classroom through to the end of their first 18 months of teaching. A focus is given to the issues they confront, particularly the difficulties they have with decisions regarding when to intervene and when to hold back in the learning process.
Author supplied keywords
- Automated facilitation
- Constructivist teaching
- Facilitation skills
- Institutional alignment
- Intervention
- Learner-centred teaching
- Measuring facilitator behaviours
- Mentoring
- Pedagogical change and teachers' beliefs
- Problem-based learning
- Professional development
- Quality assurance
- Questioning
- Reflection
- Transition from teacher to facilitator
Cite
CITATION STYLE
Williams, J. C. (2014). Teachers as facilitators. In One-Day, One-Problem: An Approach to Problem-based Learning (pp. 237–258). Springer Singapore. https://doi.org/10.1007/978-981-4021-75-3_11
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