Preservice Teachers' Application of a Problem-Solving Approach on Multimedia Cases

2008 ◽  
Vol 29 (4) ◽  
pp. 15-26 ◽  
Author(s):  
Clare R. Kilbane
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Multimedia Cases

Developing Preservice Teachers’ Instructional Design Skills Through Case-Based Instruction: Examining the Impact of Discussion Format

2018 ◽  
Vol 70 (4) ◽  
pp. 319-334 ◽  
Author(s):  
Adrie A. Koehler ◽  
Peggy A. Ertmer ◽  
Timothy J. Newby
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Class Discussion ◽  
Problem Solving Skills ◽  
Cognitive Levels ◽  
Design Skills ◽  
Based Instruction ◽  
The Impact ◽  
Active Facilitator ◽  
Case Based

For more than 100 years, case-based instruction (CBI) has been an effective instructional method for building problem-solving skills in learners. While class discussion is often included as part of the CBI learning process, the impact on learning is unclear. Furthermore, little research has focused on how specific facilitation strategies influence the development of learners’ problem-solving skills. This study examined the impact of case discussion facilitation strategies on the development of preservice teachers’ problem-solving skills. Specifically, two discussion formats were compared: instructor-facilitated (class discussions guided by instructor-crafted prompts and an active facilitator) and instructor-supported (discussions guided by instructor-crafted prompts only). Results indicated that while preservice teachers’ problem-solving skills improved in both sections of the course, individuals in the instructor-facilitated section demonstrated significantly higher scores on course activities and designed instructional activities at higher cognitive levels compared with preservice teachers who participated in the instructor-supported discussions. Results underscore the importance of an active facilitator in CBI.

Middle-Grade Preservice Teachers’ Mathematical Problem Solving and Problem Posing

2015 ◽  
pp. 333-354 ◽  
Author(s):  
Roslinda Rosli ◽  
Mary Margaret Capraro ◽  
Dianne Goldsby ◽  
Elsa Gonzalez y Gonzalez ◽  
Anthony J. Onwuegbuzie ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Problem Posing ◽  
Mathematical Problem Solving ◽  
Middle Grade

Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions

2018 ◽  
Vol 42 (1) ◽  
pp. 82-92 ◽  
Author(s):  
Barbara Fink Chorzempa ◽  
Michael D. Smith ◽  
Jane M. Sileo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Problem Solving ◽  
Instructional Practices ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Graduate Program ◽  
Evidence Based ◽  
Certification Programs ◽  
K 12

Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.

Teacher Education: Helping Preservice Teachers Develop an Awareness of Curricular Issues

1984 ◽  
Vol 31 (9) ◽  
pp. 6-8
Author(s):  
Phares G. O'Daffer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Problem Solving ◽  
Units Of Measurement

A teacher refuses to allow calculators in the classroom because “the children won't learn their facts and computational skills.” Another teacher elects not to read anything about computers, since “we don't have one in our classroom anyway.” A third teacher skips the text's chapters on geometry, since “I don't see any real use for it.” A fourth teacher “doesn't see why people think problem solving is so important” and calls it a passing fad. Another teacher wants a book that doesn't teach fract ions because “we are in a metric age, and decimals are all that are needed.” At the same time, another teacher wants a book that teaches only the customary units of measurement, since “the metric system didn't catch on.”

Teaching Problem Solving to Preservice Teachers

1982 ◽  
Vol 29 (6) ◽  
pp. 42-45
Author(s):  
Stephen Krulik ◽  
Jesse A. Rudnick
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Professional Journals ◽  
Teaching Problem ◽  
Education Conference

Problem solving! Problem solving! Problem solving! Wherever mathematics teachers turn today, they are confronted by these two words, whether it be when reading NCTM's An Agenda for Action, current educational sections of their newspapers, professional journals, or when attending a mathematics education conference. In fact, at the annual NCTM meeting in St. Louis approximately 20 percent of the sections had problem solving in either the description or the title of the talk.

The Internet: Problem Solving Friend or Foe?

2007 ◽  
Vol 100 (6) ◽  
pp. 402-407
Author(s):  
Jeffrey J. Wanko
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
The Internet ◽  
Teaching Problem

Teaching problem solving to today's students requires teachers to be aware of the ways their students may use the internet as both a resource and as a tool for solving problems. In this article, I describe some of my own experiences in teaching problem solving to preservice teachers and how the existence of the internet has affected the ways in which I design and pose problems to my students.

scholarly journals Supervisory Conversations: A Key to Reflective Experimentation

2006 ◽  
Vol 1 (2) ◽  
Author(s):  
Caroline Gwyn-Paquette
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Student Teaching ◽  
Knowledge Construction ◽  
Cooperating Teachers ◽  
Qualitative Approach ◽  
Teaching Approach ◽  
Learning Activities ◽  
Stimulation Of

Using a qualitative approach, in this article, the author explores the conversations which take place between preservice teachers and their university supervisor, analysing sequences which serve as support for experimentation of a ‘new’ teaching approach and situations of knowledge construction by preservice teachers. They were asked to use cooperative learning activities during student teaching although such strategies were not necessarily modelled by their cooperating teachers or familiar to the students. As their researcher/supervisor, the author provided support in planning conferences and coaching through post-observation conferences. It is suggested that there is more to supervisory conversations than simply providing moral support for the preservice teachers or evaluation of their performance. They are occasions for knowledge construction, notably, through problem-solving and solution finding, stimulation of reflection and discussion of theory.

scholarly journals Preservice mathematics teachers’ ways of using problem solving strategies while solving mathematical word problems

2015 ◽  
Vol 12 (2) ◽  
pp. 1180 ◽  
Author(s):  
Neslihan Bulut ◽  
Gözdegül Karamık
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Problem Solving ◽  
Mathematics Teachers ◽  
Word Problems ◽  
Spring Semester ◽  
School Students ◽  
Problem Solving Strategies ◽  
Preservice Mathematics Teachers ◽  
Mathematical Word Problems

<p>The aim of this study is to investigate the variety of problem solving strategies used by preservice mathematics teachers while solving different mathematical word problems which require representation standards and to identify which strategy is functional for pre-service teachers to apply with middle-school students.</p><p>The study was a case study and conducted during the 2009 spring semester. For this study, 150 senior class pre-service teachers of elementary mathematics education were chosen from a public university in Turkey by convenient sampling. Data were collected through an open-ended test developed by researchers. The test was consist of ten mathematical word problems selected from the five sub-learning areas. The test was given to the pre-service teachers and they were asked to solve each problem in different ways. It took 60 minutes for preservice teachers to complete the test. Strategies that pre-service teachers used for solving word problems were categorized by using content analyze. Also interviews were conducted with pre-service teachers in order to identify their opinions about the usability of strategies in middle-school classrooms.</p><p>Findings revealed that participants are lack of using different strategies while solving word problems. In general the participants did not apply more than one strategy and they used traditional solving strategies instead of extreme ones. Findings of this study will be a guiding spirit to teacher educators for the enhancement of preservice teacher education programs.</p>

scholarly journals Thai information and communication technology student teacher complex problem-solving skills

2021 ◽  
Vol 16 (5) ◽  
pp. 2209-2222
Author(s):  
Natchanun Sermsri ◽  
Aukkapong Sukkamart ◽  
Thiyaporn Kantathanawat
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Student Teachers ◽  
Information And Communication Technology ◽  
Information Literacy ◽  
Communication Technology ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Problem Solving Skills ◽  
Information And Communication

From the study’s qualitative analysis, 5 latent variables and 21 observed variables concerning complex problem-solving (CPS) skills were identified and subsequently used in a questionnaire on a sample of 214 Thai education professionals teaching information and communication technology (ICT)-related student teachers in one of 31 Thai Rajabhat (teaching) Universities. Goodness-of-fit and descriptive statistical analysis (mean and standard deviation) were analysed by using IBM® Statistical Package for the Social Sciences® for Windows version 21, while the second-order confirmatory factor analysis used LISREL 9.10. The results revealed that the educators perceived information literacy (1.00), analytical thinking (0.96), self-control (0.93), knowledge application (0.90) and planning ability (0.85) as the most important for the student teachers’ CPS skills. Moreover, the results revealed that each teacher’s opinion on CPS skill indicators was at a ‘high agreement’ level. Therefore, it suggested that the results can be used by Thailand’s Ministry of Education and other ICT-related education agencies in developing CPS skill programmes for Thai student teachers.     Keywords: CPS, ICT, Information literacy, preservice teachers, Thailand

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