Abstract
This chapter lays out the governance for the problem based learning (PBL) cohort and the roles, responsibilities, and involvement of the faculty working both in the Richmond School District and in the Faculty of Education at the University of British Columbia. It introduces the argument that PBL theory represents a description of the way in which preservice teachers can be taught pedagogical concepts and improve their problem-solving skills. It is argued here that PBL can assist preservice teachers in (1) modifying their existing beliefs and cognition about learning and teaching, (2) incorporating the theory learned in the university to the practice of teaching, (3) developing the skills to examine educational phenomena as an integrated whole rather than as separate pieces, and (4) improving their problem-solving skills and ability to work in a collaborative professional environment. It was expected that those preservice teachers who participated in the PBL teacher education curriculum would demonstrate a significant change in their beliefs when compared to preservice teachers participating in a traditional teacher education curriculum.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
In 1998 the Faculty of Education at the University of British Columbia was comprised of four departments: Department of Educational and Counseling Psychology and Special Education (EPSE) , Department of Education Studies
(EDST), Department of Curriculum and Instruction (EDCI), and the Department of Language and Literacy Education (LLED): In 2008 EDCI changed its title to the Department of Education Curriculum and Pedagogy (EDCP).
References
Gisselquist, R. (2012). What does “good governance” mean? Accessed at: http://unu.edu/publications/articles/what-does-good-governance-mean.html
Krivel-Zack, G. (2001). Using problem-based learning in an innovative teacher education program. Unpublished dissertation.
Shipley, R., & Kovacs, J. F. (2008). Good governance principles for the cultural heritage sector: Lessons from international experience. Corporate Governance, 8(2): 214–228. Accessed at: http://env-web2.uwaterloo.ca/hrcresearch/attachments/519fb740a129b0.53659657.pdf
Ulvik, M., & Smith, K. (2011). What characterizes a good practicum in teacher education? Education Inquiry, 2(3), 517–536.
UNESCO. (2011). The state of world population. Accessed at: http://foweb.unfpa.org/SWP2011/reports/EN-SWOP2011-FINAL.pdf
Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of Teacher Education, 6(1–2), 89–99.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer International Publishing Switzerland
About this chapter
Cite this chapter
D’Angelo, K., Krivel-Zacks, G., Johnson, C. (2016). Finding Good Governance: Collaboration Between the University of British Columbia and the Richmond School District. In: Filipenko, M., Naslund, JA. (eds) Problem-Based Learning in Teacher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-02003-7_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-02003-7_6
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02002-0
Online ISBN: 978-3-319-02003-7
eBook Packages: EducationEducation (R0)