Problem based learning - a most effective tool in teacher training

PBL provides opportunities for pre-service teachers to simultaneously develop skills and acquire knowledge. [iStockphoto] Problem-based learning (PBL) is an instructional approach which enables learners to simultaneously develop problem-solving strategies, disciplinary knowledge, and research skills. Students become active problem solvers confronted with a hypothetical problem which mirrors real world problems. PBL begins with the introduction of the said hypothetical problem on which all learning centres. Teachers assume the role of cognitive coaches rather than knowledge disseminators. Students assume the role of active problem-solvers, decision-makers, and meaning-makers rather than passive listeners. In today's climate of increased emphasis on test scores, teacher education programmes are under pressure to respond to both criticism and competition. New teachers often enter the profession with unrealistic and optimistic expectations. They are expected to perform "flawlessly" while possessing very little experience in the competitive job market. The realities of practice often cause a loss of professional self-efficacy, which then results in poor performance. Some of the teachers who enter the profession leave after just a few years, giving into the very high demands. Most are not ready for such pressure, which results in a high attrition rate. There is need for the adoption of a more student-centred learning approach in teacher training to better equip teachers. In recent years, PBL has become one of the promising innovations in higher education teaching and learning settings around the world. PBL stand on premises for advocating learner-centred learning approach where students are problem-solvers, think in critical and creative way, active involvement in generating knowledge, the lecturer/tutor assumes a coaching or facilitating role, serving as a cognitive coach by monitoring, probing, challenging and scaffolding students in solving multifaceted problems and the problem is focused on the learning processes from which content is derived. Lecture based pedagogy, which dominantly represents the classroom practices in higher education is no longer sufficient to impart such skills in graduates. Since its inception about 40 years ago in a medical educational programme at McMasters University, PBL has evolved in many institutions worldwide and extensively applied in myriad fields such as nursing, design, engineering, optometry, architecture, law and business. The flexibility and diversity of PBL make it possible to be incorporated in different ways, in variety of subjects and disciplines and in various contexts. Given the perceived advantages of PBL in other fields, there would appear to be a good case for the introduction of this teaching and learning approach within teacher education. In fact, PBL approach has become the centre stage in teacher education since 1980s in the US. However, we don't seem to appreciate this noble approach in our Kenyan education system, particularly in higher learning institutions which train potential employees. Very few universities in the region have partnered to make the initiative a success in higher education. PBL East Africa is a joint initiative that develops best practices in problem-based education as a joint initiative between University of Dar es Salaam, University of Nairobi, Makerere University and Aalto University. The project operates as a piloting platform for testing, sharing and refining the implementation of problem-based education - while also building regional and global networks to share knowledge and deepen innovation capabilities in East Africa and beyond. This is just an example of how other universities can partner to make this particularly powerful approach fundamental to seeking and applying in-depth knowledge from many disciplines and produce competent and highly skilled educators, ready for the ever-evolving demands of the market. Research and lessons from abroad PBL is seen as a platform to enhance preservice teachers' acquisition of knowledge and skills, and to prepare them for varied roles of a teacher through authentic scenarios, group collaborations and self-directed learning. PBL fosters skill development and skill acquisition among the learners. As in the global teacher education field, the call for the pre-service teachers to develop and be equipped with critical and analytical abilities to deal with the complexities and diversities of their classroom is inevitable. In the same vein, PBL is seen as a vehicle for skills inculcation since it emphasizes active learning experiences that pre-service teachers should be engage during their teaching preparation course. Claims that colleges offering teacher education in the US were not adequately preparing future teachers were responded to with the reimagining of programmes to highlight their strengths. One of the most effective approaches was Problem Based Learning (PBL). PBL features a "hands-on" approach to teaching and learning, blending theory and practice using a problem scenario to focus learning. In teacher education fields, PBL has been implemented in both graduate and undergraduate level and in variety of courses like Foundations of Education, Inclusive Classrooms, Elementary School Curriculum, Introductory Educational Psychology, Educational Research and Methods, and Science Education. The drivers for PBL implementation in teacher education field are varied from one case and another, but mostly devoted to better prepare the teacher graduates to be more relevant in their teaching professions. Generally, teachers role in schools is now changing from merely imparting the knowledge to the one that inculcates creativity, intellect, problem solving ability and critical thinking skills among learners. Beginning teachers need to be equipped with necessary skills, attitudes and disposition to effectively to the ever-changing and complexity of the school classrooms such as diversity of students background, inclusive classrooms and ongoing technological advancements. Edwards and Hammer (2004) in their research on pre-service teachers and change towards PBL, concluded that the PBL approach is particularly suited for teacher education as it offers them the opportunity to acquire skills and theoretical content relevant to their future careers within the reflective safety of the university environment. Furthermore, pre-service teachers also associated the benefit of participating in a PBL scenario that deals with the realistic nature of the experience and saw the opportunity to develop skills considered to be necessary to them as future teachers. A 2008 research study conducted by Laura De Simone, an educator at the Department of Leadership, Policy, and Organisations at Peabody College of Vanderbilt University contended how a problem scenario that represent real-life problems could lead to enhance pre-service teachers' ability to define the problems, generate solutions, and application of practical and literature-based resources in search for problem`s solution. De Simone measured pre-service teacher`s problem solving skills between experimental class (PBL approach) and control group (traditional approach). The author found out that experimental group exhibit better skills in constructing the central problem, elaborate the problem, connection between solution and problem and use of multiple resources. Therefore, from a specific problem scenario in a PBL approach, pre-service teachers will have the opportunity to experience interdisciplinary learning, which represent the central principles of PBL. It is concluded that a PBL experience within teacher education provides opportunities for pre-service teachers to simultaneously develop skills and acquire knowledge. Across an array of university courses and programmes, PBL implementation in higher education globally is striving to merge the pre-service training and the real world of professionals. The central tenets of PBL that highly emphasise the disciplinary knowledge integration and development of higher order thinking skills by placing the learners in active role confronted with the ill-structured problems accelerate the merge between both realms. In teacher education fields, PBL is used to adequately prepare pre-service teachers for the realities of teaching. School-based assessment, inclusion of generic skills in school curriculum and shift toward outcome-based education are among the seminal issues that call for knowledgeable and skillful teachers. From the collective empirical evidence of effect of PBL implementation on pre-service teachersskill and knowledge acquisitions, it is clear that PBL enhances trainees' knowledge and skills. Studies and review works have shown that PBL appears to be appropriate in inculcating skills demanded in the teaching profession such as information processing-related skills, critical thinking skills, self-directed learning skills, problem solving skills and social skills. Though PBL emphasises skills acquisition over knowledge, knowledge acquisition is seen as equally important as skills for the pre-service teachers. Employing strategies that better prepare teacher trainees for the accountability measures and the issues that they will face in the field has become a priority in many universities. Perhaps, this might just be the missing initiative needed to produce competent educators in the global market. PBL instruction strategies in different programmes allow students to experience content and gain teaching strategies in a meaningful context, as well as developing collaborative teamwork skills.

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