Management of problem solving in a classroom context.

Autor/inn/en	Konya, Eszter; Kovacs, Zoltan
Titel	Management of problem solving in a classroom context. Paralleltitel: Vodenje resevanja problemov pri pouku.
Quelle	In: CEPS journal, 12 (2022) 1, S. 81-101Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
DOI	10.25656/01:24395 10.26529/cepsj.895
URN	urn:nbn:de:0111-pedocs-243957
Schlagwörter	Unterrichtsbeobachtung; Problemlösen; Selbstreflexion; Lehrer; Lehrerfortbildung; Schülerverhalten; Unterrichtsgespräch; Curriculum; Problemorientierter Unterricht; Unterrichtsentwurf; Mathematikunterricht; Ungarn
Abstract	We report on the results of a professional development programme involving four Hungarian teachers of mathematics. The programme aims to support teachers in integrating problem solving into their classes. The basic principle of the programme, as well as its novelty (at least compared to Hungarian practice), is that the development takes place in the teacher's classroom, adjusted to the teacher's curriculum and in close cooperation between the teacher and researchers. The teachers included in the programme were supported by the researchers with lesson plans, practical teaching advice and lesson analyses. The progression of the teachers was assessed after the one-year programme based on a self-designed trial lesson, focusing particularly on how the teachers plan and implement problem-solving activities in lessons, as well as on their behaviour in the classroom during problem-solving activities. The findings of this qualitative research are based on video recordings of the lessons and on the teachers' own reflections. We claim that the worked-out lesson plans and the self-reflection habits of the teachers contribute to the successful management of problem-solving activities. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3