This study attempts to explore the perceived value of Problem-Based Learning (PBL) in training teachers of students with behavioral disorders (E/BD) in Hong Kong. It represents an effort to improve the predominately lecture focussed approach adopted in many preparation programs. Data on the training needs of Hong Kong teachers were also acquired and 31 knowledge/skills areas related to teaching students with E/BD were identified. Subjects viewed the PBL approach as dynamic, interesting and incentive driven. It develops skills involved in group learning, self-directed learning, use of information resources and problem-solving. Most important, teachers felt they were supported to explore the practical problems they personally encountered in the classroom and actions they could take to resolve them. Difficulties in using PBL included a lack of resources and the tendencies of most Chinese students to accept rather than challenge others' ideas.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc278904 |
| Date | 08 1900 |
| Creators | Heung, Vivian Woon King |
| Contributors | Bullock, Lyndal M., Holman, John E., Kinnison, Lloyd R., Hildreth, Bertina |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 144 leaves : ill., Text |
| Coverage | Hong Kong |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Heung, Vivian Woon King |
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