Problem-Based Learning in Teacher Education: Trajectories of Change
Christina De Simone

Abstract
Teaching is a complex enterprise that requires solving intricate problems and issues in numerous facets of learning and teaching. Problem-based learning (PBL) provides generative contexts for prospective and certified teachers to work together in smallcollaborative groups. Together, they analyze problems, discuss options, and make informed decisions to solve problems based on authentic teaching situations with real, multifaceted challenges. Given the increasing number of classroom implementations of PBL studies, it is timely to extend this body of work to include research that is aimed at teacher education. New and experienced teachers are facing educational reform that requires themto meet the demands of an arduous profession. The discussion in this paper shows that PBL can be instrumental in equipping teachers to meet these demands. Frameworks for implementing PBL that move away from the traditional medical models and better respond to the demands of teacher education are discussed.

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