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Prospective teachers are not trained to solve problems and issues as well. So there is a dire need for
the learning settings to prepare prospective teachers for the professional life by utilizing the factual
issues they are dealing with. To keep ourselves prepared for 21st century, it is crucial to know the
proper way of learning and molding thoughts accordingly. Learners must be able to do various tasks
under various circumstances with multifaceted demands. The current research portrays the practices
of prospective teachers through Problem Based Learning. Quasi-experimental model was utilized for
this research study. In the control group, the lecture-cum-discussion strategy was utilized, while in the
experimental group, problem based learning was utilized by arranging sessions of 7 steps approach.
The individuals taken as samples were prospective teachers studying the course of Educational
Research in Department of Education, International Islamic University Islamabad. The prospective
teachers described the experience of their learning of the respective course where the PBL was used
for the experimental group. Mean scores were used for analysis purpose. Problem Based Learning
was effective experience for the prospective teachers in terms of learning outcome.
Dr. Zarina Akhtar. (2021) Inquiring into Experiences of Prospective Teachers for Problem Based Learning, Journal of Educational Research & Social Sciences Review , Volume-1, Issue-1.
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