Abstract
One of the essential features of problem-based learning (PBL) is that students actively acquire knowledge by dealing with authentic or contrived cases, using problem-solving techniques, cooperating in small groups and learning in a self-directed way. The role of the teacher (called tutor) in a PBL curriculum differs in various ways from the role of the teacher in a traditional curriculum. The tutor is more a coach who stimulates the learning process of the students by asking questions, confronting them with opposite ideas, playing the devil’s advocate or asking for different examples. In traditional curricula, teaching is more oriented towards information delivery, whereas in PBL curricula teaching is more focused on facilitating student learning and connecting practice with theory.
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© 2002 Springer Science+Business Media Dordrecht
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Hommes, J., Gijselaers, W. (2002). Staff Development in a Problem-Based Curriculum. In: Bentzen-Bilkvist, A., Gijselaers, W.H., Milter, R.G. (eds) Educational Innovation in Economics and Business. Educational Innovation in Economics and Business, vol 7. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-1392-4_17
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DOI: https://doi.org/10.1007/978-94-017-1392-4_17
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