TY - JOUR
T1 - Development of Critical Reflection for Transformative Learning of Engineering Educators in a PBL-Based Professional Learning Program
AU - Du, Xiangyun
AU - Spliid, Claus Monrad
AU - Kolmos, Anette
AU - Lyngdorf, Niels Erik Ruan
AU - Ruan, Youjin
PY - 2020
Y1 - 2020
N2 - This study investigated how 35 Chinese university instructors developed and engaged in critical reflections in a six-month ProblemBased Learning (PBL) professional learning program in Denmark. Data sources included individual progressive portfolios, team-project reports, and focus group interview. Quantitative analysis indicated that participants developed significantly in content, process, and premise reflection in the domains of instructional knowledge and pedagogical knowledge. This result provides evidence for the effectiveness of using a PBL methodology to organize professional learning activities aiming for the development of critical reflection for transformative learning. Nevertheless, participants demonstrated little premise reflection regarding curricular knowledge, an area that demands more time and more systemic support. Qualitative analysis identified systemic, individual, and cultural factors constraining engineering teachers from critical reflection. The study also suggests that to facilitate premise reflection it takes longer than six months and demands more systemic support.
AB - This study investigated how 35 Chinese university instructors developed and engaged in critical reflections in a six-month ProblemBased Learning (PBL) professional learning program in Denmark. Data sources included individual progressive portfolios, team-project reports, and focus group interview. Quantitative analysis indicated that participants developed significantly in content, process, and premise reflection in the domains of instructional knowledge and pedagogical knowledge. This result provides evidence for the effectiveness of using a PBL methodology to organize professional learning activities aiming for the development of critical reflection for transformative learning. Nevertheless, participants demonstrated little premise reflection regarding curricular knowledge, an area that demands more time and more systemic support. Qualitative analysis identified systemic, individual, and cultural factors constraining engineering teachers from critical reflection. The study also suggests that to facilitate premise reflection it takes longer than six months and demands more systemic support.
KW - China
KW - Critical reflection
KW - Denmark
KW - PBL-based professional learning
KW - Transformative learning
KW - University instructors
UR - http://www.scopus.com/inward/record.url?scp=85090838042&partnerID=8YFLogxK
M3 - Journal article
SN - 0949-149X
VL - 36
SP - 1356
EP - 1371
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
IS - 4
ER -