The role of the teacher in a PBL teaching process

The purpose of this article is to address the role of the teachers when teaching the technology subject at the Danish higher examination programme (htx). It is also the intention to address how that role is expressed in practice where use of Problem-based learning (PBL) or some PBL principles is acknowledged as a strong teaching method. Further, it is our intention to discussthe teacher role in relation to readiness of the students evolving from first to third year in the programme. This will be seen in relation to; the development of the students PBL understanding, the cognitive readiness of the students and classroom dynamics.

Researching the role of the teachers in the technology subject at htx we observed in two different classes, in two different schools during a project period and discussed our findings with the teachers. In relation to the role of the teachers, we identified a variety of tasks the teachers have to deal with on a daily basis when teaching this subject. It places the teachers in a role where a very hybrid skill set is required which is a combination of technical and non-technical skills. Further, we have also found that the teacher’s role and the teacher’s tasks change as the students develop their skill set during the first year until the end of the third year from a more teacher directed role to a more student-centred facilitator role.