Document Type

Dissertation

Rights

This item is available under a Creative Commons License for non-commercial use only

Publication Details

Successfully submitted to the Dublin Institute of Technology in part fulfillment of the requirements for the award of Masters in Third Level Learning and Teaching 2003.

Abstract

This study explores the potential of Problem-Based-Learning (PBL) as a teaching and learning strategy and curriculum design, in a continuing professional education course for a group of Pre-School Officers in the Early Childhood Care and Education (ECCE) sector in Ireland. A rationale for the adoption of PBL is presented. This rationale is based on the symmetry between PBL as a teaching and learning strategy and the professional practice model of the ECCE sector in Ireland. It is also grounded in the correspondence between established criteria for effective continuing professional education and PBL theory and practice.

A qualitative research design is employed to ascertain the continuing professional education needs of the Pre-School officers. Focus group data reveals that Pre-School Officers require continuing professional education that will enable them to meet the challenges of rapid change and development that characterises the ECCE sector in Ireland. The practice narratives of the participants are used to develop a sample Problem-Based Learning curriculum to meet their expressed continuing professional education ne

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