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ERIC Number: EJ1218554
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2311-6897
EISSN: N/A
Pre-Service Teachers' Professional Development through Four-Step Problem-Solving Model: A Seminar Method
Dos Santos, Luis Miguel
International Journal of Education and Practice, v7 n3 p146-157 2019
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A