PROBLEM BASED LEARNING: AN EFFECTIVE PEDAGOGY FOR PRE-SERVICE TEACHER EDUCATION IN PAKISTAN
Abstract
In the education process both teaching and learning are fundamental. One school of thought says that effective teachers can bring good results whereas another school of thought claims that success depends mostly upon the learners’ effort and potential. There has been a variety of teacher training strategies and models and at the same time there are different theories and strategies of learning. In Problem-Based Learning (PBL) a teacher has to play the role of facilitator/moderator and students have to present/explore/create knowledge. The current experimental study was conducted to explore the effectiveness of Problem Based Learning for Teacher Education in Pakistan. One group Pre-test, Post-test design of experiment was utilized for the study. The course of “Educational Research” was taught through PBL to 35 MA Education female students at International Islamic University Islamabad. After administering the pre-test the students were taught the course for 8 weeks by using PBL and the post test took the form of a mid-term exam. The data were analyzed using the t-Test. There was significant difference in the mean scores of pre-test and post test, which strengthens the notion that PBL promotes effective learning in teacher education. The results pave the way for the implementation of PBL as an effective pedagogy for teacher education programs in Pakistan.
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