What teacher education students learn about collaboration from problem-based learning


Problem Based Learning
Teacher Education
Collaborative Learning

How to Cite

Murray-Harvey, R., Pourshafie, T., & Reyes, W. S. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114–134. https://doi.org/10.5278/ojs.jpblhe.v1i1.278



Group work, an essential component of learning and teaching in problem-based learning (PBL), is compromised if students’ experiences of PBL are colored by dissatisfaction with the process or outcomes. For the potential benefits of PBL to be realized PBL group work must be genuinely collaborative to address students’ personal and professional learning needs. Australian teacher education students (n=122) provided written reflections on PBL that enabled representations of their group work experience to be mapped using an Attitude, Skills, and Knowledge (ASK) framework to gauge understanding of the collaborative learning process (as learners and as future teachers). Attitudes identified as necessary for collaborative learning were valuing others’ perspectives, interdependence, and learning about self. The Skills dimension characterized interpersonal, problem solving and group skills. Features of the Knowledge dimension were: generation, application, and dissemination of knowledge. Pedagogical knowledge was also evident through learning connections made by students to their future teaching practice.


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