PROBLEM BASED LEARNING (PBL) IN TEACHER EDUCATION: A REVIEW OF THE EFFECT OF PBL ON PRE-SERVICE TEACHERS’ KNOWLEDGE AND SKILLS

Abstract

Inspired by positive results of Problem Based Learning (PBL) implementation within an array of disciplines, PBL was also implemented in teacher education fields since 1980's. Since then, the literature of PBL implementation and its effect in teacher education is growing. However, there is no review work reported to conclude on how PBL effect specific learning outcome in teacher education fields. Hence the aim of the paper is to review the research evidences concerning the effect of PBL implementation on pre-service teachers´knowledgeteachers´knowledge and skills. Resources (journal articles and proceedings) were obtained from bibliographic databases and key research journals. The resources were chosen based on specific inclusion criteria, followed by a common review framework to ensure commonality and comprehensiveness during the review. The review works concluded that a PBL experience within teacher education provides opportunities for pre-service teachers to simultaneously acquire knowledge and develop skills deemed important for the future teachers.