Abstract
The goals of this study were to understand the methods of constructing and implementing problem-based communities of practice for pre-service teachers and to explore the difficulties and learning effects of participating pre-service teachers. The participants were 72 pre-service teachers who enrolled in a course called Curriculum Design for Young Children. Data were collected through interviews, observation, and document analysis. The conclusions of this study were as follows: First, the constructing and implementing of problem-based communities of practice showed the spirit of consolidating at every step and pragmatic orientation. Second, the process of implementing the problem-based communities of practice revealed a gap between the ideal and reality. Third, pre-service teachers showed understanding and positive learning effects. Some suggestions for future research were offered. First, it is necessary to adjust teachers’ attitudes. Second, pre-service students should be previewed. Third, the peripherally participating pre-service teachers should be encouraged to engage. Fourth, pre-service teachers should be encouraged to learn from outstanding kindergarten teachers.