Teacher Role in PBL Contexts: A Qualitative Analysis Using Atlas.ti

Abstract

This study investigates how teachers’ pedagogical roles are enacted in Problem-Based Learning (PBL). This study explores how teachers exercise professional judgment during PBL enactment. Data were collected from classroom observations, interviews, and instructional artifacts. The context was higher education courses in administrative law. Findings show teachers move fluidly across multiple pedagogical roles. Teaching in PBL emerges as adaptive expertise grounded in contextual sensitivity. The study makes pedagogical decision-making analytically visible. It contributes a model for understanding role transformation in complex learning environments.