Introducing Problem-Based Learning to Teacher Education: A Case Study
Abstract
Despite the efforts of teaching staff to help students make connections and apply their on-campus learning to their professional classroom experiences, there remains a separation of these two worlds. While the literature on problem-based learning (PBL) in teacher education is scarce, extensive research in other fields provides evidence that better connections between theory and practice can be forged using a PBL approach. The authors worked with classroom teachers to develop two case studies designed to challenge students to solve real-world teaching/learning problems that cross subject boundaries. They describe the process of developing the cases, implementing the PBL approach, and evaluating the outcomes.
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