Teachers Professional Development on Problem Solving

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1 Teachers Professional Development on Problem Solving

2

3 Teachers Professional Development on Problem Solving Theory and Practice for Teachers and Teacher Educators Judit Orgoványi-Gajdos Eszterházy Károly University of Applied Sciences, Hungary

4 A C.I.P. record for this book is available from the Library of Congress. ISBN: (paperback) ISBN: (hardback) ISBN: (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands All chapters in this book have undergone peer review. Printed on acid-free paper All Rights Reserved 2016 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

5 TABLE OF CONTENTS Acknowledgements Introduction vii ix Chapter 1: Problem Solving as a Cross-Curricular Skill of Teachers 1 Teachers as Decision Makers 1 Teacher and Teaching Competencies 2 Teacher Expertise 4 Teachers as Problem Solvers 6 Chapter 2: Teachers Challenges and Professional Development in Different Stages 9 Preservice Stage 10 New Teacher Stage 13 Experienced Teacher Stage 17 Chapter 3: Main Features of the Training Programme for Teachers Professional Development on Problem Solving 21 Context and the Main Aim of the Programme 21 The Approaches of the Problem in the Field of Education 21 Teachers Knowledge of Their Practice 24 Reflecting Thinking and Reflective Teaching 26 Thinking Frameworks and Tools 29 Self-Case Reflection 30 Constructivism and the Role of Teacher Educators 34 Pair Peer Coaching 34 Outcomes of the Programme 35 The Structure of the Training Programme 36 Chapter 4: Training Programme for Teachers Professional Development on Problem Solving: Course Activities and Materials 37 1st Block: Welcome and Introduction 37 2nd Block: Teacher Roles, Competencies and Developmental Needs 42 3rd Block: What Does Problem Mean? (Problem, Challenge, Task) 48 4th Block: How Does the Problem Solving Process Work? 53 5th Block: Why Is It a Problem for Me? (Perception, Problem Identification and Stating the Goal) 59 v

6 TABLE OF CONTENTS 6th Block: What Could Be the Reason of this Problem? (Information 1) 64 7th Block: Facts and Opinions (Information 2) 68 8th Block: Collecting Alternative Solutions (Possibilities 1) 72 9th Block: Generating New Solutions (Possibilities 2) 79 10th Block: How Do I Choose? (Decision Making) 84 11th Block: Planning, Performing, and Evaluating 89 Appendix 95 References 123 vi

7 ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor prof. Dr. Iván Falus who encouraged me to write this book and set an excellent example not only as an expert of educational science but also as a teacher and a colleague. Without his valuable remarks, this book would not have been accomplished. I wish to express my indebtedness to the management of Eszterházy Károly University of Applied Sciences (Eger, Hungary) especially to the professors in the Faculty of Teacher Training and Knowledge Technology, Dr. Magdolna Estefánné Varga and Dr. Katalin Héjja-Nagy who have given me constant support on my research. I am also very grateful to those teachers and university students who took part in my research effort and provided useful feedback both for the theoretical and the practical aspects of my work. vii

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9 INTRODUCTION Being a teacher in the 21th century is not an easy task. Recent changes in society, economy and politics have had a huge effect on mass education. Such basic questions of compulsory education as Why and what to teach, how to teach and to whom? are more timely than ever. The changing roles of teachers, the growing demands and expectations of society and policy makers require high quality teacher education and professional development. Since teaching is a practical activity, efficient problem-solving skill is one of the fundamental competencies teachers need to possess. Teachers often face challenges at all levels of their professional development and they need to learn to cope with their current problems. It is why necessary that teachers possess tools and techniques that help them in this process. Instead of giving hints in certain situations this book provides conceptual thinking patterns for finding one s own answers and solutions of the actual pedagogic situation. The book is divided into four main chapters. The first two chapters provide further legitimation to the outlined program including the synthesis of related international surveys results pertaining to the connection of teaching and problem solving. The third chapter deals with the main features of the Training Programme for Teachers Professional Development on Problem Solving while the fourth includes the welldesigned programme itself with full of practical activities for developing teachers problem solving skills by given conceptual frameworks and thinking techniques. Practical activities presented in the programme can help teachers to frame their perceptions of events, to identify their challenges, to find the core of the problematic situations, to analyse their situation, and also to find their own solutions. The book is therefore more than a collection of adopted and self-developed tools. The respective programme is based on a step-by-step problem-solving, oriented-thinking process and utilizes the most important theories in the field of pedagogy and psychology. The proposed schemes are basically intended for self-case-based group work and can be successfully used as a part of the (preservice or in-service) teacher education process. The book material can be used as a separate course but it can also be embedded in an existing course that deals with pedagogic cases and the challenges of the teaching and learning process. Although most of the tools can also be used individually by teachers at any stage of their career and including any type of compulsory education thanks to the clear descriptions of each techniques. The Appendix contains photocopiable sample material that can ease the usage of the tools. The book concentrates on the following approaches: reflective teaching self-directed development ix

10 INTRODUCTION experimental learning by self-case reflection teaching as a life-long learning process constructivism practice-based teacher education and in-service training active and interactive participation The program was developed during an Educational Design Research of a PhD dissertation and the respective approaches were tested by the author in Eszterházy Károly University of Applied Sciences in Eger, Hungary in More than 140 prospective and experienced teachers were involved in the research from all teaching levels (pre-primary/primary/secondary) including participants with differences in age, teaching experience, and subject. x

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