Tutoring with Presence: Phenomenology in Problem-Based Learning
Tutoring with Presence: Phenomenology in Problem-Based Learning
Abstract
This study explores the integration of phenomenological principles into Problem-Based Learning (PBL) tutoring to enhance student learning experiences. Drawing on the work of Gerd Bjørke (2009) and Roar Pettersen (2017) in Norway, this research aligns with their strategies in professional education programs. Phenomenology, as articulated by van Manen (2016), emphasizes reflection and self-awareness, which are essential for effective PBL tutoring. By guiding students through reflective practices, tutors can help them uncover deeper meanings and insights from their problem-solving processes. This approach supports students in articulating their learning journeys, identifying key insights, and connecting new knowledge to their existing understanding. Additionally, phenomenology's focus on understanding phenomena within specific contexts allows PBL tutors to consider the unique context of each student, group dynamics, and the broader educational environment. The integration of phenomenology into PBL tutoring practices offers a powerful framework for creating a more supportive and enriching educational environment, ultimately enhancing student learning outcomes.
Keywords: Problem based-learning, listener, catalyst, tutor, self-awareness, pedagogical tact
Abstract
This study explores the integration of phenomenological principles into Problem-Based Learning (PBL) tutoring to enhance student learning experiences. Drawing on the work of Gerd Bjørke (2009) and Roar Pettersen (2017) in Norway, this research aligns with their strategies in professional education programs. Phenomenology, as articulated by van Manen (2016), emphasizes reflection and self-awareness, which are essential for effective PBL tutoring. By guiding students through reflective practices, tutors can help them uncover deeper meanings and insights from their problem-solving processes. This approach supports students in articulating their learning journeys, identifying key insights, and connecting new knowledge to their existing understanding. Additionally, phenomenology's focus on understanding phenomena within specific contexts allows PBL tutors to consider the unique context of each student, group dynamics, and the broader educational environment. The integration of phenomenology into PBL tutoring practices offers a powerful framework for creating a more supportive and enriching educational environment, ultimately enhancing student learning outcomes.
Keywords: Problem based-learning, listener, catalyst, tutor, self-awareness, pedagogical tact
Publisert i 2nd International Conference on Reimagining Teacher Education: A Critical Appropriation of Local Traditions and Global Trends, 2025
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