firstname.lastname@example.org, çukurova university
A contemporary teacher should be prepared not only to take on roles of disseminators of knowledge but also creators and managers of knowledge. Teacher education programs therefore have a responsibility to develop the higher order thinking, decision-making as well as problem solving skills of teacher candidates. One of the approaches that serves to meet the challenges of teacher education is Problem Based Learning (PBL), an innovative approach to learning that teaches various strategies critical for success in the twenty-first century. Problem solving may pose difficulties for practicing teachers due to the complexity of the problems they may encounter in real time contexts. Hence, many educational reform movements emphasize preparing teacher candidates for pedagogical problem solving in the classroom. In a PBL curriculum, the starting point for learning is a problem that teacher candidates are likely to encounter in their future work. Subject matter is organised around problems and teacher candidates assume a major responsibility for their own learning. Most learning occurs within the context of small groups. This presentation focusses on implementing PBL in language teacher education with a view to equpping prospective teachers of English with the necessary knowledge and skills to enable them cope effectively with real life educational problems in their future teaching profession. After discussing the principles of PBL, an illustration of how teacher education courses can be designed and implemented within the framework of PBL will be given with reference to some exemplary problem cases from my own implementation of PBL in teacher education programs.
Problem Based learning (PBL), twenty-first century skills, teacher candidate, teacher education