Abstract
The study investigated faculty’s value and use of project-based learning (PBL) in preparing student teachers. A convergent mixed methods design was employed in collecting data. Although the participants addressed the need to support the PBL environment and highly reported the use of PBL in their current teaching practices, the ways they explained how to implement PBL do not reflect PBL in real applications. Participants thought that the other types of learner-centered approaches, such as problem-based learning, are the same as PBL, which led to a strong positive correlation between the value and use of PBL. Professional development sessions for faculty members, partnerships with local and international organizations, and continuous evaluation were found helpful in achieving successful implementation of PBL in teacher preparation programs.
 Keywords: Teacher education, Project-Based Learning, Student teachers’ preparation programs
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