Problem-based learning (PBL). Methodological and organizational curricular strategy of the curriculum for quality of teaching in teacher training studies

被引：0

作者：

Egido Galvez, Inmaculada ^{[1
]}

Aranda Redruello, Rosalia ^{[1
]}

Cerrillo Martin, Rosario ^{[1
]}

De la Herran Gascon, Agustin ^{[1
]}

De Miguel Badesa, Sara ^{[1
]}

Gomez Garcia, Melchor ^{[1
]}

Hernandez Castilla, Reyes ^{[1
]}

Izuzquiza Gasset, Dolores ^{[1
]}

Murillo Torrecilla, F. Javier ^{[1
]}

Perez Serrano, Martina ^{[1
]}

机构：

[1] Univ Autonoma Madrid, Fac Formac Profesorado & Educ, Dept Didact & Teoria Educ, C Francisco Tomas y Valiente 3, E-28049 Madrid, Spain

来源：

REVISTA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO-RIFOP | 2006年 / 57期

关键词：

Problem-Based Learning; Teacher training; Methodology; University;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article presents an experience developed as an Innovative Teaching project at the Universidad Autonoma of Madrid entitled "Problem-Based Learning (PBL). Methodological and organizational curricular strategy for quality of teaching in Primary Teacher Training studies". A group of university teachers at the Didactic and Theory of Education Department have experimented the implementation of PBL methodology in the training of infant teacher training students and they have had the opportunity to reflect on the pros and cons of PBL.

引用

页码：137 / 149

页数：13

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