Hattingh, AnnemarieVan Loggerenberg-Hattingh, AnnemarieKillen, RoyKillen, L.R.2008-04-102008-04-102003Hattingh, A & Killen, R 2003, 'The promise of problem-based learning for training pre-service technology teachers', South African Journal of Higher Education, vol. 17, no. 1, pp. 39-46. [http://www.unisa.ac.za/default.asp?Cmd=ViewContent&ContentID=20128]1011-3487http://hdl.handle.net/2263/4914This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: (1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? (2) To what extent do student teachers transfer their own experiences of PBL to the authentic class- room situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment.183196 bytesapplication/pdfenUnisa PressProblem-based learningPre-service technology teachersPre-service teacher educationTechnology EducationProblem-based learningEducational technologyTechnology -- Study and teachingArticle