Project-Based Learning and Pedagogy in Teacher Preparation: Staking out the Theoretical Mid-Ground.

Abstract

In this article, we advance a model of project-based learning (PJBL) offering eight guiding principles to support a pragmatic and principled approach to teacher preparation at the undergraduate and graduate levels. We provide a template for structuring PJBL, and we include illustrative exemplars that demonstrate that the ideological mid-ground can offer a balance of content knowledge and facilitate the dispositions we value in the new generation of teacher practitioners. The face of university and college instruction is changing from approaches traditionally associated with objectivism, behaviorism, and transmittal models of teaching (Gage, 1977) to approaches that place emphasis on active learning and the needs of students (Palmer, 1998, 1999; Stage, Muller, Kinzie & Simmons, 1998). In short, there is a distinct shift from a lecture-based approach to an open-ended process-oriented model associated with critical theory that values inquiry, reflection, negotiation of meaning, case

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