Towards Institutionalizing Best Practices for Problem Based Learning: Promoting Higher Order Thinking at a Government Co-Educational Sub-Urban Primary School in Tobago

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dc.DegreeTypeM.Ed.en_US
dc.DepartmentEducationen_US
dc.FacultyHumanities and Educationen_US
dc.InstitutionUniversity of the West Indies (Saint Augustine, Trinidad and Tobago)en_US
dc.contributor.authorSmith- Rochford, Corine
dc.date.accessioned2020-03-04T19:36:15Z
dc.date.available2020-03-04T19:36:15Z
dc.date.issued2017
dc.description.abstractThis study sought to implement, institutionalize, and evaluate innovative best-practice approaches for problem-based learning (PBL) to promote higher-order thinking at a coeducational primary school in Tobago. Six teachers were selected to participate in a 12-week professional development programme at the school under study. Data were collected through interviews, observations, and document analysis. The findings revealed a number of factors that could impact the implementation of PBL in the classroom. Analysis of the data showed that professional development workshops facilitated the implementation of PBL and enhanced the teachers’ classroom instruction. However, while they all perceived PBL as positively impacting their students’ critical thinking and problem-solving skills, they identified certain factors that impeded implementation. These were: 1) insufficient time, 2) inadequate resources, and 3) teacher preparedness in relation to planning. Additionally, the teachers all opined that continuous training and professional development were necessary to build their capacity to institutionalize the change process.en_US
dc.identifier.urihttps://hdl.handle.net/2139/48778
dc.subject.otherAction researchen_US
dc.subject.otherPrimary school teachersen_US
dc.subject.otherTeacher attitudesen_US
dc.subject.otherCoeducational schoolsen_US
dc.subject.otherUrban schoolsen_US
dc.subject.otherCapacity buildingen_US
dc.subject.otherProblem-based learningen_US
dc.subject.otherTobagoen_US
dc.subject.otherTrinidad and Tobagoen_US
dc.titleTowards Institutionalizing Best Practices for Problem Based Learning: Promoting Higher Order Thinking at a Government Co-Educational Sub-Urban Primary School in Tobagoen_US
dc.typeThesisen_US

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