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Teacher Pedagogical Shift
It is an arduous task for most of the teachers, even for the experienced ones, to keep their students engaged and motivated in school. According to Hoang (2012), in Vietnamese context, when instructing students PBL, teachers play different roles as instructors, supporters and supervisors, which are rather different with their traditional roles in the classroom. Therefore, in order to use a true PBL model, it is imperative to force teachers to experience a “paradigm shift” (Camp 1996, p.1). The significant issues in implementing PBL in the classroom is the demand to shift the methods of instruction, assessment as well as the curriculum (Barron et al., 1998). It is the teachers who change their traditional roles and undertake the new roles after re-examining the pedagogical views and struggling the “conflicts with deep seated teacher beliefs” (Rosenfeld & Rosenfeld, 2005, p. 386). The shifts in innovation pedagogy and personal beliefs may come into conflicts which are complicated to resolve. It is true that in Vietnam some teachers are not eager to change from the traditional teaching methods to more advanced one (Nguyen, Terlouw & Pilot, 2005). Furthermore, Dahlgren, Castensson and Dahlgren (1998) give clear descriptions of the teachers who struggles in their
teaching experience as they lack expertise to fully apply the innovative
approach. In traditional approach, teachers tend to teach as much
knowledge as possible in the given amount of time. That is the reason why many teachers think that they may not supply students with enough information and that students are unable to achieve enough knowledge for their project (Dahlgren et al., 1998). In the new approach, there appears a shift in pedagogical thought of moving from quantity to quality in education. As a consequence, it is of essence for teachers to change their mind set from being a supplier to facilitators in teaching process. Due to the fact that PBL is time-consuming, some teachers find it challenged to monitor and scaffold students’ activities in generating the project. Additionally, some following challenges such as inadequate materials, lack of time to create new curricular, large class size and overcontrolling administrations are obstacles that prevent teachers.