Isaac Scientific Publishing

Journal of Advances in Education Research

A Unique Hybrid Problem-Based Learning Model: Prospective Teacher Education and Development

Download PDF (298.2 KB) PP. 60 - 69 Pub. Date: May 2, 2020

DOI: 10.22606/jaer.2020.52003


  • Lorenzo Cherubini*
    Department of Teacher Education, Brock University, Ontario, Canada


Problem-Based Learning is understood as a student-centred approach to teaching and learning that complements psychological and social-constructivist learning models and theories. The literature points to the fact that PBL, as a case-based platform, is highly applicable to teacher education and professional development. Social-constructivist learning invites prospective teachers to participate thoughtfully in inquiry-based problems and analysis that have genuine implications on student and classroom issues. This paper, therefore, discusses a unique PBL model used in a professional teacher education program in a mid-sized university in Ontario, Canada. The combination of case-study, on-line communication, and the focus on students’ metacognitive skills and processes increases students’ control of their learning and engages them in meaningful and functional activities. The unique PBL model is a process of inquiry that creates spaces for prospective teachers to investigate, discuss, and negotiate the multiple and pertinent complexities and perspectives related to teachers’ practice.


problem-based learning, teacher education, prospective teacher learning and development.


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