Authentic cases and media triggers for supporting problem-based learning in teacher education

Edited book (chapter)

Keppell, Mike. 2008. "Authentic cases and media triggers for supporting problem-based learning in teacher education." Tomei, Lawrence A. (ed.) Online and distance learning: concepts, methodologies, tools, and applications. Hershey, PA. United States. IGI Global. pp. 2568-2580
Chapter Title

Authentic cases and media triggers for supporting problem-based learning in teacher education

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
Book TitleOnline and distance learning: concepts, methodologies, tools, and applications
Authors
AuthorKeppell, Mike
EditorsTomei, Lawrence A.
Page Range2568-2580
Chapter Number5.19
Number of Pages13
Year2008
PublisherIGI Global
Place of PublicationHershey, PA. United States
ISBN9781599049359
9781599049366
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-59904-935-9.ch204
Web Address (URL)https://www.igi-global.com/gateway/chapter/27569
Abstract

Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education.

Keywordsproblem-based learning; authentic scenarios; educational triggers
ANZSRC Field of Research 2020390405. Educational technology and computing
390307. Teacher education and professional development of educators
390499. Specialist studies in education not elsewhere classified
Public Notes

© 2008 IGI. Permanent restricted access to published version in accordance with the copyright policy of the publisher.

Byline AffiliationsEducation University of Hong Kong, China
Institution of OriginUniversity of Southern Queensland
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