Abstract
Problem-based learning (PBL) is an appropriate teaching approach for university courses with a strong foundation in reality. It merges theory with practice, cultivates students’ sense of agency, encourages self-regulation and teamwork, and leads to the sustainable acquisition of a multitude of relevant skills. This article demonstrates how PBL is used in a teacher education course for preservice English teachers at a university in Austria. It explains how the problem-solving process underlying the approach is applied, analyses the roles of the students and the teacher in a PBL classroom, and highlights the advantages of PBL in teacher education.
Highlights
Problem-based learning (PBL) is an appropriate teaching approach for university courses with a practical focus on real-world issues
Today the approach is used at tertiary educational institutions around the globe for teaching in numerous disciplines that have a strong foundation in reality, such as law, psychology, engineering, and business studies
Some of the skills acquired through PBL, which are transferable to other domains, include critical thinking and reflection (Filipenko, Naslund, and Siegel 2016) as well as respectful, open-minded, and constructive discussion practices (Baumann, Tarampi, and Prodan 2016)
Summary
PBL places students at the centre of learning while the teacher acts as facilitator during class time. Intended for adult learning in higher education and anchored in humanistic and socio-constructivist beliefs (de Graaff and Kolmos 2003; Hmelo-Silver 2005; Rotgans, Schmitt, and Yew 2011), PBL builds on the knowledge and skills students bring into the classroom. It values the importance of practical experience in learning and is conducted in a meaningful and experiential manner (Barrows 2000; Hmelo-Silver 2005; Torp and Sage 2002). An evaluation of the problem-solving process and its outcomes may lead to the adjustment or repetition of part of it
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