Abstract
This chapter is set in the context of Temasek Polytechnic, Singapore, where problem-based learning (PBL) was introduced in 1998. Through a small-scale research project, involving 2 experienced facilitators (academic staff developers) and 20 first-time facilitators participating in a 2-day PBL learning experience as part of an initial teacher training program, the values of problem-based learning are identified. Six values emerged from the research data – namely, engaging in collaborative learning, stimulating thinking through dialog, appreciating diverse perspectives, dwelling with questions, rethinking power issues, and cultivating the whole person in learning. In essence, it is observed that the holistic engagement in learning that tends to be a part of the PBL process should become a way of life.
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Choo, M.L.G. (2010). Values of Problem-Based Learning: Perceptions of Facilitators in an Initial Teacher Training Program at Temasek Polytechnic, a Singapore Institution of Higher Learning. In: Lovat, T., Toomey, R., Clement, N. (eds) International Research Handbook on Values Education and Student Wellbeing. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-8675-4_16
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