2568 Chapter 5.19 Authentic Cases and Media Triggers for Supporting Problem-Based Learning in Teacher Education Mike Keppell The Hong Kong Institute of Education, Hong Kong Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited. ABSTRACT Within teacher education problem-based learning (PBL) has the potential to enrich teaching and learning across the curriculum. It is suggested that PBL may offer a means of providing authentic scenarios for assisting pre-service teachers before encountering teaching practice. The use of media-based educational triggers and authentic scenarios may form a bridge between their studies and real-world teaching practice. Five media-rich educational triggers are described in early childhood education, physical education, educational technology, project management and inclusive education. Reusable media-based educational triggers may also provide potential resources for other educators within teacher education. PBL CONTEXT Problem-based learning (PBL) has a long history in the field of medicine, beginning at MacMaster University in 1968. Although its underpinnings can be traced to Gagné, Bruner and Dewey, PBL began with a questioning of the relevance of medi- cal teaching in order to emphasise the patient as opposed to the science. Barrows suggested that “students were passive and exposed to too much information, little of which seemed relevant to the practice of medicine. They were bored and disenchanted when medical education should have been exciting” (Evensen & Hmelo, 2000, p. vii). Problem-based learning has been closely associ- ated with medical education since this time and many medical schools around the world approach their teaching and learning using principles of