Pre-Service Teachers' Professional Development through Four-Step Problem-Solving Model: A Seminar Method

Autor/in	Dos Santos, Luis Miguel
Titel	Pre-Service Teachers' Professional Development through Four-Step Problem-Solving Model: A Seminar Method
Quelle	In: International Journal of Education and Practice, 7 (2019) 3, S.146-157 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Preservice Teachers; Teacher Education Programs; Problem Solving; Models; Seminars; Learning Strategies; STEM Education; Graduate Study; Interdisciplinary Approach; Teaching Methods; Critical Thinking; Foreign Countries; Secondary School Students; Student Attitudes; Tutoring; College Faculty; Career Change; Transfer of Training; Classroom Techniques; Textbooks; Faculty Development; Instructional Effectiveness; Student Diversity; Hong Kong + Suchen Sie Ihr Suchwort? Problemlösen; Analogiemodell; Seminar; Learning methode; Learning techniques; Lernmethode; Lernstrategie; STEM; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Ausland; Sekundarschüler; Schülerverhalten; Förderkonzept; Nachhilfeunterricht; Fakultät; Career changes; Berufswechsel; Training; Transfer; Ausbildung; Klassenführung; Textbook; Text book; Schulbuch; Lehrbuch; Unterrichtserfolg; Hongkong
Abstract	Effective teaching and learning strategy is one of the most important topics in the field of teachers' professional development. Teachers' education and pre-service teachers' training programmes provide necessary coursework, field experience, and student teaching internship experience to pre-service, potential, and second career teachers who are seeking initial license status. Due to the rapid developments in Hong Kong, China, school teachers face challenges, difficulties, and social problems due to excess enrolment of teachers from different backgrounds. The regular curriculum and material also fail to cover all these issues. The current study applied the seminar technique as recommended in Polya's "Four-Step Problem-Solving Model" with targeted discussion topics and engaged 12 STEM pre-service teachers at one of the Postgraduate Diploma in Education (PGDE) programmes. The results indicated that beyond regular coursework, field experience, and internship experiences embedded in the curriculum, additional seminars allowed the participants to establish inter-disciplinary teaching strategies and critical thinking skills. The results of this study serve as a blueprint for teachers' education programme leaders and school administrators to establish similar seminars and conduct such sessions for their pre-service and in-service teachers to refresh and advance their teaching and learning strategies. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01