ENERGIZING TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT WITH PROBLEM-BASED LEARNING

Abstract

Teacher education and professional development are most effective when they move beyond the transmission of theoretical knowledge and engage teachers in solving authentic classroom problems. Problem-Based Learning (PBL) offers a powerful pedagogical framework for this purpose because it places real or realistic professional challenges at the center of learning. In PBL, teachers and pre-service teachers analyze complex situations, identify learning needs, investigate possible solutions, collaborate with peers, and reflect on their pedagogical decisions. This article discusses how PBL can energize teacher education and professional development by strengthening pedagogical content knowledge, reflective thinking, collaboration, problem-solving competence, and professional agency. Drawing on established research on PBL and effective teacher professional development, the article argues that PBL can bridge the gap between theory and practice and make teacher learning more relevant, active, and transformative