Knowledge Development at the Time of Use: A Problem-Based Approach to Lesson Planning in Primary Teacher Training in a Low Knowledge, Low Skill Context

Autor/inn/en	Newton, Douglas P.; Newton, Lynn D.
Titel	Knowledge Development at the Time of Use: A Problem-Based Approach to Lesson Planning in Primary Teacher Training in a Low Knowledge, Low Skill Context
Quelle	In: Educational Studies, 35 (2009) 3, S.311-321 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
Schlagwörter	Minicourses; Problem Based Learning; Skill Development; Teaching Methods; Elementary School Teachers; Teaching Skills; Coping; Science Instruction; Lesson Plans; Planning; Pedagogical Content Knowledge; Self Esteem; Student Teacher Attitudes; Motivation; Cooperative Learning; Knowledge Base for Teaching; Foreign Countries; Misconceptions; Focus Groups; United Kingdom + Suchen Sie Ihr Suchwort? Kurzlehrgang; Problem-based learning; Problemorientiertes Lernen; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bewältigung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Pädagogische Kompetenz; Self-esteem; Selbstaufmerksamkeit; psychologische; Motivation (psychologisch); Kooperatives Lernen; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Missverständnis; Großbritannien
Abstract	Primary school teachers generally have to teach several subjects. Their training, however, is often fairly short and it is tempting to force-feed them with everything they need to know to teach these subjects. It is more realistic to accept that a short course cannot do everything. Instead, it would be better to equip these students with skills that help them cope when their initial knowledge is weak. This study describes a problem-based learning (PBL) approach to skill development in science lesson planning where subject knowledge was initially weak. It examines student-teacher confidence in and satisfaction with this planning, motivation and feelings about collaborative work. Advice is offered on adopting a PBL approach for developing lesson planning skills. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10