Pre-service teachers' professional development through four-step problem-solving model: A seminar method

Pre-service teachers' professional development through four-step problem-solving model: A seminar method

• Dos Santos, Luis Miguel Woosong University

International Journal of Education and Practice, 7(3), 146-157, 2019

Pak Publishing Group

2019

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

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

• 1997.7 onwards

• Post-Secondary Education

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.
[Copyright of International Journal of Education and Practice is the property of Pak Publishing Group.]

• English

Journal Articles

• 23116897

https://bibliography.lib.eduhk.hk/bibs/d6257122

2020-03-03