Surfacing Teacher Dispositions for Enacting and Sustaining Problem-Based Teaching

• In Event: Problem-Based Learning in the Classroom

Abstract

While the accumulated research on PBL and PBL teachers has expanded in recent years, there remains little attention paid to the particular dispositions PBL teachers share that help them sustain the high level of flexibility and adaptability they need to adopt and enact PBL pedagogy in their classroom. In this session we draw from semi-structured interview data with 10 PBL teachers to argue that the dispositions teachers bring to bear serve anchor their ability to enact the “core practices of project-based teaching” asserted by Grossman and colleagues (2019) in ways that allow them to be adaptive and flexible in their planning of PBL coursework.

Authors

• Paul S Sutton, Pacific Lutheran University

• Wendy L. Gardiner, Pacific Lutheran University