Problem-based Learning in Pedagogic Tertiary Education: European Context Through Denmark Environment

Abstract

Nowadays every European knowledge-based society demands a highly qualified, competent workforce being able to adjust to modern innovative production. To educate such specialists is the aim of contemporary teachers. So efficient and innovative pedagogic education becomes an integral part of the European education system. The article deals with the analysis of problem-based technology in the modern system of Danish teacher training in pedagogical higher educational institutions. Analyzing works of European scientists and problem-based model of teacher education in Denmark, working with university and college programs and documents we came to the conclusion that principles of problem-based technology in professional teacher training are similar in the whole European educational environment and in general they may be described as an approach to learning and instruction that has the following characteristics: 1) the use of problems as the starting point for learning, 2) small-group collaboration, 3) flexible guidance of a tutor, 4) student-initiated learning, 5) time availability for self-study. The findings imply that well-designed problem-based learning may lead to better educational results. Multiple sources in Ukrainian, European, and Danish educational environments at various time points from 1990 till 2020 have been used in data collection for this study. Pedagogic education in Ukraine requires a substantial adjustment at the legislative, structural, and technological levels. European experience in this sphere of teacher education modernization can become a valuable asset of the comparative pedagogic science. This practice will lead to effective technological change in teacher professional training in Ukraine.