| 英文摘要 |
Pre-service teacher education in Taiwan tends to pay more attention to teaching theoretical knowledge, and less to practical training and problem-solving ability. In view of this, the case school has been applying problem-based learning (PBL) in its student teaching curriculum to enhance the capability for critical thinking and problem solving for pre-service teacher education students. Through a focus group interview and questionnaire survey, the study focuses on the students who took the student teaching curriculum and aims to explore the challenges and limits of PBL learning experiences. The study results showed that indeed the inclusion of PBL in the student teaching curriculum facilitated students’ integration of theoretical knowledge and practice. The discussion of problems introduced in the case studies not only enhanced students’ critical thinking, problem solving abilities, confidence, and self-efficacy. However, the challenges for applying PBL in the student teaching curriculum lay in the toughness of case transformation, students’ lack of teaching experiences, shortage of discussion time, and the phenomenon of social loafing. |
