A Unique Hybrid Problem-Based Learning Model: Prospective Teacher Education and Development

Abstract

Problem-Based Learning is understood as a student-centred approach to teaching and learning that complements psychological and social-constructivist learning models and theories. The literature points to the fact that PBL, as a case-based platform, is highly applicable to teacher education and professional development. Social-constructivist learning invites prospective teachers to participate thoughtfully in inquiry-based problems and analysis that have genuine implications on student and classroom issues. This paper, therefore, discusses a unique PBL model used in a professional teacher education program in a mid-sized university in Ontario, Canada. The combination of case-study, on-line communication, and the focus on students’ metacognitive skills and processes increases students’ control of their learning and engages them in meaningful and functional activities. The unique PBL model is a process of inquiry that creates spaces for prospective teachers to investigate, discuss, and negotiate the multiple and pertinent complexities and perspectives related to teachers’ practice.