Abstract
This paper explores problem-based learning as a dimension that adds context and framework to coaching and reflection. The process for problem-based learning is described as a healthy environment for reflection, discussion and problem solving. Results illustrate how teacher candidates move from micro-reflection to self-reflection to macro-reflection as they engage in a year-long teacher education program in a professional development school. Implications from the study suggest that problem-based learning is a valid process for the enculturation of teacher candidates to schools and to the profession of teaching.
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