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For each mechanism, it includes concrete examples of candidates’ PBL experiences and their feedback. It outlines multiple methods from observation to school miniteaches and field placements, engaging undergraduate and graduate learners in PBL instruction, and offers ways similar institutions can implement PBL approaches.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cultivating-preservice-secondary-teachers-for-project-based-learning-a-four-step-model/590522/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cultivating-preservice-secondary-teachers-for-project-based-learning-a-four-step-model/590522.png","ImageObject",300,407,{"name":92,"@type":93},"Stanley","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the four-step mechanisms for preparing teacher candidates for PBL?","Question",{"text":112,"@type":113},"The four steps are Observe it, Experience it, Create it, and Become it. Each step is designed to build candidates’ readiness to incorporate PBL into their professional practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the article say about what qualifies as project-based learning?",{"text":117,"@type":113},"It notes that PBL can be defined through shared criteria such as significant content, in-depth inquiry, a driving question, student voice and choice, critique and revision, and public presentations. It also cites Thomas (2000) criteria for when projects count as PBL.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the program support candidates from initial exposure to teaching practice?",{"text":121,"@type":113},"It describes a progression that includes observation, miniteaches in schools, and field placements. It also emphasizes immersive clinical experiences and preparation of PBL experiences across undergraduate and graduate levels.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590522,1792167035,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Cultivating Preservice Secondary Teachers for Project-Based Learning:  \nA Four-Step Model  \nGaoming Zhang, Ph .D .  \nUniversity of Indianapolis  \nAngelia J . Ridgway, Ph .D .  \nUniversity of Indianapolis  \nDeb Sachs, M . S .  \nUniversity of Indianapolis  \nAbstract  \nThis article describes four different mechanisms for preparing teacher candidates from a liberal arts institution to teach in project based learning (PBL) classrooms: Observe it, Experience it, Create it, and Become it. For each of the four mechanisms, the authors also provide concrete examples of candidates’PBL experiences and candidates’ feedback about the process. From observation to miniteaches in schools to field placements, the authors suggest a variety of methods for engaging both undergraduate and graduate students in learning about PBL instruction. The four-step mechanism could also provide suggestions for how to implement PBL in similar liberal arts institutions.  \nKeywords: teacher education, project-based learning  \nAILACTE Journal 1  \nZhang, Ridgway, and Sachs  \nStudents, teachers, and parents gather in an open field between the school and the fire station. Chatter resonates throughout the crowd and there is noticeable excitement in the air. The firefighters next door have been notified and are “on call” and the nearby international airport a couple of miles away has been notified. Is this an emergency situation? No! It’s launch day for the miniature hot air balloons students have developed as part of their projectbased learning (PBL) unit exploring gas laws. Students have been anxiously looking forward to this day since the launch of their PBL unit that included a visit from a professional hot air balloon pilot. Student engagement has been at an all-time high for the past two weeks as students explored gas laws in their science class and then designed and built miniature hot air balloons that they think will fly based on their understanding of those gas laws. Finally, it is time to test their creations!  \nNestled on the south side of a large, metropolitan area, it has been our university’s experience that schools are aggressively seeking candidates who can actively engage students in their own learning. PBL is unquestionably one way to do this.  \nOur four-year liberal arts university, the University of Indianapolis, has the fortunate circumstance of choosing from a number of school configurations in which to place our preservice teacher candidates. An existing partnership in a local, urban-fringe school district provided us the setting to launch initial conversations and experiences with and for our teacher candidates about new ways to prepare future teachers. From these conversations came our university’s strong desire to integrate PBL approaches in the preparation of secondary teachers at all levels, in all programs.  \nOur integration of PBL has spanned immersive clinical experiences for undergraduate sophomores to graduate students’preparation ofPBL experiences and interactions with our city’s Mayor’s Office. In this article we will discuss the systematic way in which we prepare preservice teachers to incorporate PBL into their professional practice using a four-step approach: Observe it, Experience it, Create it, Become it. Each of these steps will be discussed in detail in the remainder of this article.  \n2 AILACTE Volume XII Fall 2015  \nCultivating Preservice Secondary Teachers for PBL  \nContextual Background  \nPBL was not a foreign concept to the School of Education and College of Arts and Sciences Faculty at the University of Indianapolis. Through a PBL Institute that has been jointly offered by our university, another local university and a K-12 partner district, many college faculty have engaged in the process of using PBL to not only teach content knowledge, but also to prepare future teachers. Thus, content area experts in the College of Arts and Sciences are able to provide subject-specific expertise for teacher education candidates as th","cbCaiuBrh5LP2PUJ","https://ap.wps.com/l/cbCaiuBrh5LP2PUJ","pdf",292021,15,"English","# Abstract\n# Four-Step Model for PBL Preparation\n## Observe it, Experience it, Create it, Become it\n# Contextual Background\n## PBL definition and core criteria\n## Research criteria for project-based learning","[{\"question\":\"What are the four-step mechanisms for preparing teacher candidates for PBL?\",\"answer\":\"The four steps are Observe it, Experience it, Create it, and Become it. Each step is designed to build candidates’ readiness to incorporate PBL into their professional practice.\"},{\"question\":\"What does the article say about what qualifies as project-based learning?\",\"answer\":\"It notes that PBL can be defined through shared criteria such as significant content, in-depth inquiry, a driving question, student voice and choice, critique and revision, and public presentations. It also cites Thomas (2000) criteria for when projects count as PBL.\"},{\"question\":\"How does the program support candidates from initial exposure to teaching practice?\",\"answer\":\"It describes a progression that includes observation, miniteaches in schools, and field placements. It also emphasizes immersive clinical experiences and preparation of PBL experiences across undergraduate and graduate levels.\"}]","Cultivating Preservice Secondary Teachers for Project-Based Learning - A Four-Step Model | PDF",1792069821,38]