The Use of Problem-Based Learning in Rural Special Education Preservice Training Programs

Abstract

This manuscript presents a case for the use of problem-based learning (PBL) in the preservice training of rural special educators. The PBL process is defined and its implementation procedures are outlined. A PBL case scenario is presented from a course on secondary special education methods from a rural university. Additionally, preservice teachers' PBL analyses of the case are displayed and discussed. Implications for the use of PBL are offered, in particular with rural preservice teachers in mind.