Moreover,
the trends of teacher training modernization require a change in the position
of the student in this process. At the present stage of development of the
new-age pedagogic education, students – future teachers, can no longer be
simple recipienst of information. They must be able to accumulate, select, and
analyze information obtained from various sources, creating their own new
knowledge that will further help them to build up professional competencies
(Ogienko, 2009).
Thus,
the training of the future teacher should not focus him on the passive
acquisition of knowledge, but on the creative, active implementation of problem
tasks or projects in interaction and cooperation with other subjects of
learning.
Studying
the experience of teacher training through problem-based learning in European
countries, we highlight Denmark,
a country where the strategy of personal progress is reflected in modern
technologies of pedagogic education, characterized by orientation on
individuality, a high degree of free choice and democracy (Ogienko &
Rolyak, 2010). We believe that such experience and balanced adaptation of
European and Danish ideas into the Ukrainian educational environment can lead
to positive changes in the system of life-long teacher education.
1.
LITERATURE REVIEW
To
examine problem-based pedagogic education in a contemporary environment, we
should review the main concepts, ideas, and principles our study is based on.
The analysis of scientific sources made it possible to state that this research
encloses the following:
·
the
conceptual provisions of problem-based learning technology that were first
formulated by the American philosopher, psychologist, and educator Dewey
(1916);
·
the
principles of comparative analysis in pedagogic education of European
countries, substantiated by Kremen (2017), Ogienko (2016) and Pukhovska (2018),
·
the
definitions of the problem-based learning in different perspectives: as a
method of teaching, at first proposed by Okon (1991); as the postmodern type of
training, grounded by Timets (2011); as a principle of learning, substantiated
by Linkov (2014); as an interactive learning strategy and learning technology,
analyzed by Tsankov (2018); and as a pedagogical approach, offered by Jensen,
Stentoft and Ravn (2019) through its potential for opening interdisciplinary
learning spaces.
·
different
approaches and technologies in teacher training both in the world and European
educational space as a whole are depicted by the following researchers: Boud
and Feletti (1991), Hargreaves (1994), Hillman (2003), Hmelo-Silver (2004),
Littleton, Scanlon, and Sharples (2012), Filipenko and Naslund (2016),
Bridges (2019).
Our
comparative study of the modern European environment demonstrated that the
number of studies on the subject of problem-based teacher education has
increased significantly. The results show that the subject matter of
pedagogical practices using projects and problems as key technologies in the
process of teacher training is ever more investigated by Danish scholars:
Kolmos, Krogh and Fink (2004), Borhan (2014), Clausen and Anderson (2018),
Monrad and Merete (2017).
Besides,
European scholars consider Denmark,
as a country that has accumulated significant positive experience in building
an effective, non-authoritarian, democratic system of teacher training with its key feature -
Problem Based Learning (PBL)
as the key interactive learning strategy, implemented in the majority of high
educational institutions (Howe & Littleton, 2010).
2.
DATA AND METHODOLOGY
2.1.
Data
In
conducted comparative analysis of pedagogical phenomena the systematic,
synergetic, cultural, axiological approaches were used while collecting facts
and data for this study. Empirical research articles, scientific literature,
surveys, and educational reports serve as the basic information, gathered from
multiple sources of Ukrainian, European, and Danish educational environments at
various time points from 1990 till 2020.
Three
social and cultural generations of 50 scientific articles were analyzed. The
following sources were generalized: Eurydice reports and monitoring on teacher
education in Europe and Denmark; documents of European Teacher Education
Association (ETEA); Denmark tertiary education factsheets; Bachelors and
Masters programs of Danish teacher education in Alborg University, University
of Southern Denmark; B.Ed. programs for primary and lower secondary school
teachers approved by Danish Ministry of Education and Science; European
pedagogical periodicals, in particular: European Journal of Education, European
Educational Research Journal, Scandinavian Journal of Educational Research,
Pædagogik, DPU Quarterly: Teacher Education, Årbog for Dansk Skolehistorie;
materials and theses of scientific conferences conducted by national and
international scientific organizations on problems of teachers professional
training.
2.2.
Participants and Process
The
basic sources analysis and general data collection took place through Internet
resources, in a short-term research project within the funds of the Royal
Library of Denmark in Copenhagen and during the author’s personal participation
in European ECER Conferences, seminars and round tables, arranged in Baltic,
Nordic countries, including Denmark.
To
accomplish comprehensiveness in a literature search a case study with the
“snowball method” of continuous exploration process has been applied
(Rickinson, 2001). Through a case study approach that includes qualitative
methods and is based on analytical induction and generalization, a
“contextualized comparison” has been carried out to identify characteristic
features and relevant methods in the process of teachers candidates training.
These helped to develop a clearer understanding of problem-based learning
implementation in the context of Danish teacher training in the system of
tertiary education (Borhan, 2014; Stake, 2005; Yin, 2003).
2.3.
Research aims and tasks
Thus, in the context of comparative
research, there are almost no fundamental studies of PBL modern technology in
the system of tertiary pedagogic education in Denmark (Borhan, 2014). In our opinion, such analysis
should be useful in formulating new provisions for modernizing methods and
technologies of Ukrainian teacher training. These circumstances facilitate us
to choose the topic of this article with the main goal – to analyze the methods
and principles of problem-based learning technology, used to prepare Danish
secondary school teachers in tertiary institutions of pedagogic profile.
Accordingly,
we have identified the following tasks: 1) to formulate a definition of
problem-based learning technology; 2) to outline the features, and 3) to
characterize the relevant methods of problem-based learning in the context of
Danish teacher training in the system of higher education.
3.
RESULTS
3.1.
PBL definitions
We have
investigated that one of the first definitions of PBL in the Danish and
European context was suggested in 1974
by Illeris in his innovative book on problem orientation of the educational
process through its close interaction with practice. According to Illeris original idea of
PBL, it is an educational approach in which the process of learning and teaching
is organised in small groups of collaborative studying, researching, reporting
on the chosen problem, and then
presenting and evaluating
the final product (Ravn, &
Jensen, 2016). So the backbone of PBL
model is a learning problem with a
strong focus of its incorporation into
process of development of the following three categories: skills,
adaptability and creativity (Illeris).
If we turn to
more recent definitions, we must remember that in European pedagogical literature a
learning problem “is a description of phenomena or situations that need an
explanation, often presented in textual format, sometimes with illustrations,
diagrams, video material, and modeling” (Schmidt, 1993: 423). A review of the
literature showed that the basis for the formulation of educational problems
has traditionally been the principles of cognitive theories and experimental
knowledge (Boud & Feletti, 1991).
The
problem, both theoretical and practical, is
the starting point directing the student’s educational process. Learning
problems are also called tasks, triggers, statements that describe a particular
scenario, and even projects in much wider meaning. In the Danish context such
problems should be relevant to a real world situations, “comprehensible and may
be analyzed and solved, taking an interdisciplinary approach” (Aalborg University, 2016).
According
to PBL-model principles outlined in 2015 by Aalborg University the ideal
learning situation for
students is to work with an
authentic problem: “the Aalborg model assumes that students
learn best when applying theory and research based knowledge in their work with
an authentic problem. At the same time, the model supports students in the development
of their communication and cooperation competences, and in acquiring the skills
required when taking an analytical and result-oriented approach” (Aalborg University, 2016).
3.2.
PBL in teacher education of Denmark
In
the Danish environment problem-based learning (PBL) first appeared about 40
years ago in engineering and medical professional education. In teacher
training, it was originally used only as an interesting and worthy experiment
in pre-service pedagogic courses (Borhan, 2014).
Our
research has demonstrated that a strong position in Problem-Based Learning
holds Aalborg University (AAU) and a great number of the world and European
Universities are looking for support and cooperation with this institution in
this subject. Since 2002 Aalborg
University initiates a
continuous process of interactive problem-based learning strategy introduction into the system of
teacher education (Roliak, 2020).
So
in the postmodern era PBL evolved into the tertiary sector of Danish pedagogic
education and was extensively applied in numerous fields and a variety of
interdisciplinary courses such as Introduction into Educational Psychology,
Foundations of Philosophy and Education, Professional Competencies of a Folks
Skole Teacher, Pedagogic Theories and Concepts, Folks Skole, Løft
først viden (Educational Institutions in a Knowledge-based Society),
etc.
Moreover
within the last decade Aalborg and Roskilde Universities have developed new
interdisciplinary programs transmitting “Psychology” into “Product and Design
Psychology”, long-established “Teaching and Learning” into “Learning and
Innovative Change” (Ravn & Aarup Jensen, 2016).
From
the point of view of the Danish environment, the problem-based learning in
teacher education should be: 1) inductive and motivating, requiring the student
to solve a problem or make decisions based on practical actions, rather than
based on abstract conclusions; 2) active, encouraging students to learn through
practice; 3) relevant, creating learning activities around real situations in
the school environment; 4) collaborative, that unites learners with those who
teach; 5) interactive, involving the discussion and perception of different
points of view of those who take part in the learning process; 6)critical,
encouraging students to think independently, analyzing different approaches and
drawing conclusions based on proven facts; 7) participatory, which allows the
student to participate in building their educational paths (Ogienko &
Rolyak, 2010) .
European pedagogic education today
grounds on the thesis that problem-based learning technology is a system of
methods aimed at organizing the educational process in such a way as to
encourage students to acquire knowledge through their trajectories and develop
innovative skills and competencies during active cognitive activity or in
meta-cognition process. The purpose of
meta-cognition is to plan and control, then to solve various pedagogical tasks
and implement their results in practice (Howe & Littleton, 2010).
Recently many leading Danish, universities, and colleges were
included into a
PBL project “Creative Learning Lab”. This project outlines that the main educational technology in teacher
training programs is problem-oriented learning of the disciplines from both the
subject-oriented or psychological-pedagogic blocks, with a basic approach -
"one day, one problem", prioritizing intellectual stimulation within
the mini group phases work (Howe & Littleton, 2010).
This approach requires students to
study a professional problem for one day. During the day, students have three
workshops or meetings and periods of self-preparation between meetings. A
typical group of 25 people under the guidance of a tutor is divided into mini
teams of 5 students.
Figure 1: Scheme of PBL tutorial organization
Source: prepared by the authors based on Aalborg
University (2016)
The
diagram of Figure 1. depicts the mechanism of students activity organization
within the PBL tutorial According to the scheme, the technology of
problem-based learning is a sequence of logically-combined procedures that
include: 1) the educational problem statement by the tutor; 2) awareness and
analysis of the problem situation, in the process of which the student is
directed to independent search and mastery of new knowledge; 3) student’s
independent formulation of the general ways which lead to the problem-solving;
4) the application of the proposed ideas and approaches in specific practical
systems or situations (Clausen & Andersson, 2018).
The represented in the Figure
1 schematic circle, which combines all the above- mentioned procedures,
reflects the mechanism of organization of the educational process in the system
of Danish teachers training. This circular diagram illustrates that the way to
solve the problem cannot always be the same. But to achieve the best results in
problem-solving the sequence of stages should not be missed.
This process is designed
for different ways of thinking, and, consequently, involves different ways to
achieve goals (Murray-Harvey
et al., 2005). Having put forward one constructive
idea, the student can go back to the previous stage to clarify the general
approach or to go deeper into the analysis of the problem situation for a more
accurate understanding of it.
As a result, the most
productive ideas are singled out, which are critically evaluated by both the
student and the tutor to identify the most effective ones. At the final stage,
ways to improve and apply the most promising ideas in the practice of schooling
are usually proposed. However, we note that even the final phase of solving the
problem, if necessary, does not preclude the possibility of returning to the
previous stages of the process.
4.
DISCUSSION
The findings of the
current study support the idea that during the organization of the PBL
tutorials in the system of Danish teachers education, there are certain rules
for working with future teachers, namely:
a)
do not restrict students in the process of
formulating new ideas;
b) do not try to find the
only right way to solve the problem;
c) avoid intervening without reason so
as not to disrupt group autonomy (Chiu, 2004);
d) prematurely do not
criticize the new ideas;
e)
give the students complete freedom in search of
new theoretical and information sources for the assembling of their own
approaches to the problem-solving situations;
f)
engage teacher candidates in the process of experience-centered scaffolding (Hillman, 2003).
Our research shows that in the context of teacher education, Danish scholars use the updated
notion of scaffolding which, according to N.
Mercer, refers to another principle of PBL, known as the expansion of
“intermental development zone” (IDZ), where teaching-and-learning occurs as an
“interthinking” process (Mercer, 2000). We emphasize that in
our opinion, the application of these recommendations creates a unique, typical
for Denmark system of non-authoritarian democratic methods of training
creative, critical thinking teachers who can make decisions independently and
find the best way out of any difficult situation in the professional sphere.
Moreover, in the Danish
academic community there is sustained persuasion that educational learning
problems are aimed at students' interest and inclusion in the active cognition
process through the use of their experience, basic knowledge, participation in
discussions, and encouragement of cooperation in a mini group (Andersson & Clausen, 2018).
All these factors in total
promote the development of self-learning skills and lead to the accumulation of
relevant knowledge in a problem-solving process. The learner is placed in a
position similar to that of a researching scientist (Borhan, 2014).
When a task is offered to
the students to initiate the scientific process, they begin to confront the
problem using their initial knowledge. Questions that arise in the process of
group discussion and require further in-depth study can guide students in their
individual search. After a period of independent preparation, students are
again going to discuss complex issues, share information and synthesize general
answers to their questions formulated by the group, integrating new knowledge
in the context of the relevant problem. As a result, students report their findings to the group and
reflect on the learning process (Dolmans, Schmidt & Gijselaers, 1995).
In general, on one hand,
the process of problem-based learning is directed more by the students
themselves than by the tutors. In accordance with the present results of the
study, we can highlight that on the other hand, the students’ responsibility of
the meta-cognitive results increases rapidly. It is the student who is liable
for the synthesis and generation of knowledge content through self-study, group
discussions and critical thinking. So the role of students, future teachers,
becomes more complicated and diversified.
The position of a tutor in
problem-based learning is radically different from the role played by the
teacher in preparing the student within the traditional curriculum. It is true
that postmodern tutors, like traditional teachers, take an active part in the
learning process but, when we speak about the European and Danish context, the
authoritarian approach has gone into the past.
The tutors within the PBL
model take on the function of facilitators, consultants, or even coaches. They
only contribute to the students’ process of decision-making by observing them,
encouraging group discussion, stimulating mental activity, enhancing group
work, and providing feedback to the students in appropriate cases (Clausen & Andersson, 2018).
5.
CONCLUSIONS
Our investigation proves that post-modern
Denmark is constructing a highly efficient teacher education system in which
its content and methodology correspond to the major goal: to educate
independent, creative and competent pedagogues, needed in every knowledge-based
and contemporary labor market.
The results of this study indicate
that:
·
due
to problem-based learning strategy implementation Denmark has gained a unique experience in creating
learner-centered, freedom-based, and evidence-oriented teacher training system;
·
the
definitions of problem-based learning are grounded in different perspectives:
as a post-modern type of training; as a principle of learning; as an
interactive learning strategy and learning technology;
·
in
the system of Danish teacher education PBL is introduced as an interactive
learning technology with the following
characteristic features: independence, inductiveness, practice-based,
experience-oriented, collaboration, and participation;
·
co-existence
of non-authoritarian, democratic methods of PBL training technologies construct
an atmosphere where learners can make efficient educational
decisions, be responsible for their learning, and be successful;
·
PBL
as innovative learning technology, combining non-standard and meta-cognitive
approaches increase teacher candidates' participation in tertiary education
programs and create a better response to the learners’ requirements.
We assume that in the process of
Danish experience implementation in the Ukrainian educational environment, the
outcomes of this particular research may give a clearer insight into the
general prospects of problem-based technology promoting into the system of
teacher higher education
This research is not exhaustive. The
necessity of continuous study is determined by the importance of the discussed
problems. The observed decline in the popularity of the teaching profession forces us to formulate the
prospects for further comparative investigation in the design of the content
and methods for the building motivation of students to apply to various teacher
education programs both in Nordic and Ukrainian dimensions.
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PROBLEM-BASED
LEARNING IN PEDAGOGIC TERTIARY EDUCATION: EUROPEAN CONTEXT THROUGH DENMARK
ENVIRONMENT