Habitus, Scaffolding, and Problem-Based Learning: Why Teachers’ Experiences as Students Matter

Lead Organization(s): 
Year: 
2012
Short Description: 
Despite evidence that it can help students learn higher-order thinking skills and gain deep content knowledge, problem-based learning (PBL) is not deployed on a large scale in K-12 classrooms. This conceptual chapter explores teacher’s past experiences, and resulting habitus, to explain the minimal extent of PBL in K-12 schools. Central to teachers’ abilities to implement PBL is their ability to provide scaffolding, and their habitus may interfere with this process. Implications for teacher education and teacher change are discussed.
Resource Type: 
Publication