When creating an interactive case scenario of a problem that may occur in the educational field, it becomes especially difficult to assume a clear obj

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1 PBL PBL Education of Teacher Training Using Interactive Case Scenario Takeo Moriwaki (Faculty of Education, Mie University) Yasuhiko Yamada (Faculty of Education, Mie University) Chikako Nezu (Faculty of Education, Mie University) Yasumasa Nakanishi (Faculty of Education, Mie University) Kazushige Akagi (Graduate School of Human Development and Environment, Kobe University) Sayaka Moriyama (Higher Education Development Center, Mie University) Yuki Maebara (Ritsumeikan University) Summary As it is possible for students of education universities who can enter into actual teaching practice from an early stage in their training, it may seem that there is no need to use the case scenario. In recent years, however, many serious problems have arisen with newly appointed teachers, as the actual school experience is too difficult for them to handle. They must therefore be trained through virtual experiences, using interactive scenarios. There in lies the necessity for increased virtual training. 13

2 When creating an interactive case scenario of a problem that may occur in the educational field, it becomes especially difficult to assume a clear objective and to imagine the processes leading to the problem s resolution. It is required that we should follow up a clue to solve the problem viewing from various angles. In response to this problem, we propose an interactive case scenario, in lieu of a conventional case scenario. When using the interactive case scenario, learners can approach the essence of the event (where the problem is) through dialog with others. In such case, it is very important to display guiding questions, so as to clarify the functions and structures. We therefore elaborated an interactive case scenario and tried it many times. We here report the analytical results of those endeavors. PBL Keywords: PBL education in teacher training, interactive case scenario, guiding question, introduction to Education Profession 1 PBL Problem-based Learning Project-based Learning Duch Du PBL 2012 PBL Problem-based Project-based PBL PBL PBL 1 PBL PBL 3 Kansei Problem-based Learning Project-based Learning PBL PBL

3 1 PBL 1 A C A B A- C PBL PBL C PBL PBL PBL PBL

4 FD PBL bone of content PBL Glazer,

5 1 Schön 2001 reflection in action narrative

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11 2 PBL C PBL Problem-based Learning Project-based Learning 2 PBL PBL 6 PBL Problembased Learning Project-based Learning 2011 PBL PBL PBL

12 Schön, D. (1983). The Reflective Practitioner; How Professional Think in Action, Basic Books., D. (2001). 2008Active PBL /1.pdf 2010 Du, X., Graaff, E., & Kolmos, A. ed. (2009). Research on PBL Practice in Engineering Education. (p.9) Sense Publishers. Duch, B. J., Groh, S. E., & Allen, D. E. ed. (2001). The Power of Problem-Based Learning. (pp.4 6) Stylus Publishing. Kansei 2009 COE B Problem-based Learning PBL Problem-based Learning PBL 2013 LA FD PBL PBL PBL Moodle Glazer, N. (1974). Schools of the Minor Professions, Minerva PBL PBL 3 PBL PBL PBL

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