Rock, T.T. (2002). Using problem-based learning as a tool for learning to teach students with special needs. Teacher Education and Special Education, 25 (3) This article describes how Problem-based learning (PBL) was used as a pedagogical tool to help prospective teachers (a) define various disabilities, (b) learn teaching strategies for inclusion settings, and (c) value collaboration with other professionals. Qualitative and quantitative data are reported about the influence of the PBL experience on 44 preservice teachers during a semester-long PBL experience. Our findings indicate that engagement in PBL can help prospective teachers begin to acquire the knowledge, skills, and attitudes needed to work with children with disabilities in a problem-solving atmosphere that models and emphasizes peer collaboration. Article:Teacher educators employ many forms of pedagogy in order to foster the knowledge, skills, and dispositions that prospective teachers need to be successful in diverse classrooms. Many of those methods focus on direct instruction but other forms of pedagogy can be used to engage learners more actively and to promote the application of knowledge gained to classroom practices. In our work with preservice general education undergraduates we felt the need to use methods that would help prospective teachers apply what they were learning in order to be better teachers of students with special needs. We also needed methods that would help teacher candidates who would not take a special education course develop important skills and positive attitudes for working with students with disabilities and for collaborating with other professionals to meet the needs of their students with disabilities.Problem-based learning (PBL) is one instructional approach that encourages teachers to apply their developing knowledge base to real-world issues as they try to solve complex problems and dilemmas related to teaching and learning (
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