Dr. Margot Filipenko Language and Literacy Education, UBC
This book brings together a collection of writings on problem-based learning (PBL) in elementary teacher education. It enriches our understandings of the why’s and how’ s of PBL in teacher education and demonstrates that PBL is not only dynamic, flexible and intellectually rigorous but fosters critical dispositions essential for the complex realities of teaching in the 21st century. The goals of PBL include the ability to identify critical issues, be self-directed, integrate knowledge from different disciplines, evaluate ideas and research, develop content knowledge and exercise professional judgment. Achievement of these goals is best accomplished in small group tutorials where teacher candidates have opportunities to work together to analyse problem(s) routinely faced in professional, educational practice. Part 1 describes the history, philosophy and underlying assumptions of PBL and outline both rewards and challenges. Part 2 focusses on answering questions about how campus-instructors including tutors, resource subject-area instructors, librarians, in the PBL cohort in teacher education ensure that subject area content is covered; how cases are designed including the development of a course matrix; ways in which and, how content area faculty view supporting teacher candidate proficiency; how teacher candidates experience Problem Based Learning; and, how teacher candidate success is measured. Part 3 provides examples of the conceptual explorations that enrich the discussions about future directions for PBL in teacher education.
Filipenko, M. & Naslund, J. (Eds.) (2015). Problem Based Learning in Teacher Education. Springer.
