Categorisation of the interventions of facilitating tutors on PBL and their relationship with students´response
DOI:
https://doi.org/10.30827/profesorado.v22i4.8403Keywords:
Preservice teacher, Problem Based Learning, Teacher role, TutoringAbstract
The modular structure of the Primary Education Degree in which the work has been done implies developing an Interdisciplinary Module Task (IMT) shared by the different courses in each semester. In our case, Problem Based Learning (PBL) was chosen as the methodology to develop the IMT. This work studies, on the one hand, the interventions of four teachers while tutoring groups of various sizes; on the other, the ideas stated by the students during the first tutoring session at the first stage of PBL. This was audio and video-recorded. Different categories have been established to classify the interventions of the tutors, and the number of interventions of each type for each of the tutors has been quantified. The categories for the ideas posed by students have also been identified and the participation of the different students on the categories has been analyzed. The results show that the categories established are suitable for differentiating the interventions of the tutors. Besides, when putting together the types of interventions of the tutors and the ideas posed by students, it can be seen that interventions of dynamization can generate a diversity of ideas from students, and that interventions of a learning type foster the sharing of ideas. Guidelines are proposed to intervene as a facilitating and not leading tutor on a PBL based IMT, so as to foster students’ autonomous learning in an effective way.
Downloads
References
AlHoqail, I. A. & Badr, F. M. (2010). Objective structured brainstorming questions (OSBQs) in PBL tutorial sessions: Evidence based pilot study. International Journal of Health Sciences, 4 (2), 93-102.
Branda, L. (2001). Aprendizaje basado en problemas, centrado en el estudiante, orientado a la comunidad. En Organización Panamericana de la Salud/ Facultad de Medicina. Universidad de Buenos Aires (editores), Aportes para un cambio curricular en Argentina 2001. Jornadas de CambioCurricular de la Facultad de Medicina de la Universidad de Buenos Aires (pp. 79-101).Buenos Aires:Organización Panamericana de la Salud. (http://campus.usal.es/~ofeees/NUEVAS_METODOLOGIAS/ABP/pbl[1].pdf)
Branda, L. A. (2011). El aprendizaje basado en problemas y la genuina realidad. Diario de un tutor. Educación Médica, 14 (3), 151-159.
Branda L. A. & Lee, Y. L. (2000). Evaluación de la Competencia del Tutor. Carrera de Medicina. Bahía Blanca (Argentina): Universidad Nacional del Sur.
Cazden, C. B. (1991). El discurso en el aula. El lenguaje de la enseñanza y del aprendizaje. Barcelona: Paidós-MEC.
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T. &Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25, 471- 533.
Chng, E., Yew, E. H. J. & Schmidt, H. G. (2011). Effects of tutor-related behaviours on the process of problem-based learning. Advances in Health Science Education, 16, 491–503.
Dolmans, D. H. J. M., Gijselaers, W. H., Moust, J. H. C., De Grave, W. S., Wolfhagen, I. H. A. P. & Van Der Vleuten, C. P. M. (2002). Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Medical Teacher, 24, 173–180.
Durkheim, E. (1976). Educación como socialización. Salamanca: Ediciones Sígueme.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16 (3), 235-266.
Hmelo-Silver, C. E. & Barrows, H. S. (2006). Goals and strategies of a problem-based learning facilitator. Interdisciplinary Journal of Problem-based Learning, 1 (1), 21- 39.
Hmelo-Silver, C. E. & Barrows, H. S. (2008). Facilitating collaborative knowledge building. Cognition and Instruction, 26, 48–94.
Karrera, I., Zulaika, T. &Aldaz, J. (2014). Actuaciones interdisciplinares del profesorado universitario: desarrollo y evaluación de las competencias genéricas de grado en la formación de estudiantes de Educación Primaria. Profesorado. Revista de currículum y formación del profesorado, 18 (2), 285-303.
Kassab, S., Al-Shboul, Q., Abu-Hijleh, M. &Hamdy, H. (2006) Teachingstyles of tutors in a problem-basedcurriculum: students´andtutors´perception. Medical Teacher, 28 (5), 460-464.
Mas, O. (2011). El profesor universitario: sus competencias y formación. Profesorado. Revista de currículum y formación del profesorado, 15, 195-211.
Maudsley, G. (1999). Roles and responsibilities of the problem based learning tutor in the undergraduate medical curriculum. British Medical Journal, 318 (2), 657-661.
Maudsley, G. (2003). The limits of tutors’ comfort zones with four integrated knowledge themes in a problem-based undergraduate medical curriculum (Interview study). Medical Education, 37 (5), 417-423.
Morales, P. & Landa, V. (2004). Aprendizaje Basado en Problemas. Problem-Based. Learning. Theoria, 13, 145-157.
Savery, J. R. (2006). Overview of Problem-based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, 1, 9-20.
Schmidt, H. G. &Moust, J. H. C. (2000). Factors affecting small-group tutorial learning: A review of research. In D. H. Evensen& C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 19–52). Mahwah, NJ: Lawrence Erlbaum.
Uskola, A., Madariaga, J. M., Arribillaga, A., Maguregi, G., Romero, A., Fernández, M. D. (2015). Propuesta e implementación de un plan de tutorización de una tarea interdisciplinar universitaria de carácter modular. REDU - Revista de Docencia Universitaria, 13(2), 207-231.(2015).
Zhang, M., Lundeberg, M., Mcconnell, T. J., Koehler, M. J., y Eberhardt, J. (2010). Using questioning to facilitate discussion of science teaching problems in teacher professional development. The Interdisciplinary Journal of Problem-based Learning, 4 (1), 57-82.
