This study investigated how 35 Chinese university instructors developed and engaged in critical reflections in a six-month Problem-Based 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.
|Tidsskrift||International Journal of Engineering Education|
|Status||Udgivet - 2020|