Implementation of Problem Based Learning (PBL) - in a Malaysian Teacher Education Course: Issues and Benefits From Students Perspective

The paper describes an employment of a Problem Based Learning (PBL) approach in a Malaysian graduate teacher education course. The discussions focus on how PBL was introduced, the PBL tasks and explore issues and benefits perceived by students. Data were obtained from journal reflections, interviews and field note of observations. All types of data were analyze using inductive analytical approach. The result indicated that students were struggling at the preliminary phase of PBL, require more time in PBL learning process and link the acquisition of skills and group working process as benefits of participating in PBL class. The study also reiterated the important to align different curriculum elements and to address contextual elements in designs in effort to achieve designs that sensitive to local elements.