Undergraduates’ Learning on Elementary School English Education through Problem Based Learning in Scenario Analysis

Abstract

This study explored 45 Taiwanese undergraduates’ learning about elementary school English education through problem based learning (PBL) in scenario analysis in a teacher education program in the northwestern Taiwan. The data analysis on the documentation, questionnaires, and participants’ projects revealed the following findings. First, this study supported current empirical studies on the importance of PBL in scenario analysis for pre-service teachers’ knowledge construction. Secondly, what participants gained the most from the PBL in scenario analysis was “teamwork” and “developing interests in elementary school English education.” In order to effectively integrate scenario analysis into the language teacher education program, three essential elements should be taken into consideration in terms of peer learning, authentic scenarios, and bridging the theories and practice.