Problem‐Based Learning: a framework for prospective teachers’ pedagogical problem solving

Abstract

Current educational reform movements emphasize preparing teachers for pedagogical problem solving in the classroom. This study examines the impact of problem‐based learning on prospective teachers’ problem‐solving abilities. Two classes of prospective teachers were included in this study. The experimental class used problem‐based learning while the control group used a more traditional approach. The dependent measure was the participants’ analyses of a problem. The participants in problem‐based learning were significantly better than the controls in constructing the central problem, elaborating the problem, relating their solutions to the problem, and using multiple resources. The results are promising because they give prospective teachers a powerful approach that fosters certain aspects of pedagogical problem solving. The implications of these results for prospective teachers are discussed.

Keywords:

• Problem‐Based Learning
• pedagogical problem solving
• teacher education
• classroom research
• quasi‐experimental design

Acknowledgements

The work was supported by a University of Ottawa, Faculty of Education internal grant and by the Fonds québecois de la recherche sur la société et la culture (FQRSC) awarded to the author. I am greatly indebted to Paul Davis for his invaluable assistance throughout this study and to Dr Cindy Hmelo‐Silver for conducting the training in problem‐based learning.