Problem-based learning in teacher education: Impact on student teachers' motivational orientations

Problem-based learning (PBL) is a pedagogical innovation whereby real-world problems are used to trigger students’ learning. The use of authentic scenarios in PBL also enhances learners’ motivation for self-directed and collaborative learning. This chapter examines the predictive relations between PBL processes of problem posing, scaffolding, and connecting, on preservice teachers’ motivational orientations. Findings demonstrate the importance of preservice teachers’ prior motivational orientations in determining how much they will benefit from the key PBL processes within a PBL environment. These results informed practical considerations for PBL in teacher education and provide recommendations for future research.