Source: Asia-Pacific Journal of Teacher Education, Volume 36, Issue 4, (November 2008), pages 323 - 343
Many university programs have widely adopted the Problem-based learning (PBL). Evaluations of PBL in medicine, dentistry, nursing and social work reveal positive outcomes from both tutors and learners. However, few evaluations have been published about using PBL in teacher education programs.
This article reports how the 13 student-teachers in the Integrated Humanities Major Method course evaluated the use of three different modes of PBL delivery, namely: the classical PBL; an alternate pattern of PBL and teacher-led deductive workshops; and a modified PBL using problem-based scenario inductive inquiry workshops.
The learning experiences of the student-teachers were captured via an open-ended questionnaire to discuss the feasibility and receptivity of endorsing full or partial use of PBL in the teacher education program. The outcome shows strong preference for the use of the modified PBL approach while the majority agreed the classical PBL style is the most challenging among the three modes.