Challenging Orthodoxy: Problem Based Learning in Preservice Teacher Training

This article examines the viability of Problem Based Learning (PBL) in the training of teachers for the public schools. The shortcomings of traditional training and induction methods in preparing professional educators for the demands of the 21st Century schools is considered and the applicability o...

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Bibliographic Details
Published in:Journal of instructional psychology 2011-09, Vol.38 (3), p.140
Main Authors: Blackbourn, Joe M, Bunch, Dennis, Fillingim, Jennifer, Thomas, Conn, Schillinger, Don, Dupree, Jeffery
Format: Article
Language:English
Subjects:
Academic Achievement
Educational Change
Elementary Secondary Education
Individualized Instruction
Learning strategies
No Child Left Behind Act 2001
Officials and employees
Outcomes of Education
Preservice Teacher Education
Preservice Teachers
Problem Based Learning
Public Schools
Teachers
Teaching Methods
Theories
Training
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Summary:This article examines the viability of Problem Based Learning (PBL) in the training of teachers for the public schools. The shortcomings of traditional training and induction methods in preparing professional educators for the demands of the 21st Century schools is considered and the applicability of PBL in addressing these shortcomings is considered. A model and a template for implementing PBL in Teacher education coursework is provided and outcomes from previous implementation attempts are described. (Contains 2 figures.)
ISSN:0094-1956