Keywords
Laura's Story
Primary Teacher Education
Problem-Based Learning (PBL)
Scenario
Slow-reading Approach
How to Cite
Abstract
This article critically examines “Laura’s Story: Using Problem-Based Learning in Early Childhood and Primary Teacher Education” by Suzy Edwards and Marie Hammer (2006), highlighting its significant impact on Problem-Based Learning (PBL) research. This seminal work is distinguished by its practical focus on teacher education, using the narrative of Laura’s story to demonstrate PBL’s effectiveness in real-world teacher education scenarios. The article employs a slow-reading approach, offering a detailed and reflective examination of the sections of the text from introduction to conclusion. This thorough analysis aims to uncover deeper meanings and assess the text’s influence on the role of PBL in developing essential teaching skills. Through this meticulous process, the article seeks to provide valuable insights into PBL’s application in teacher education, highlight its pedagogical implications, and suggests directions for future research.
References
Baldi, B., & Mejia, C. (2023). Utilizing Slow Reading Techniques to Promote Deep Learning. International Journal for the Scholarship of Teaching and Learning. 17(1), 1-13. https://doi.org/10.20429/ijsotl.2023.17113
Edwards, S., & Hammer, M. (2006). Laura’s Story: Using Problem-Based Learning in early childhood and primary teacher education. Teaching and Teacher Education, 22(4), 465–477. https://doi.org/10.1016/j.tate.2005.11.010
Honoré, C. (2004). In praise of slow: How a worldwide movement is challenging the cult of speed. New York: Harper Collins Publishers, Inc.
Kırkgöz, Y. (2015). Designing and implementing an innovative problem-based teacher education course. American Journal of Educational Science, 1(5), 229-239. http://www.aiscience.org/journal/paperInfo/ajes?paperId=1164
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Copyright (c) 2024 Yasemin Kırkgöz