Newton, D.P. and Newton, L.D. (2009) '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.', Educational studies., 35 (3). pp. 311-321.
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.
|Keywords:||Primary teacher training, Problem-based learning, Science lesson planning.|
|Full text:||(AM) Accepted Manuscript|
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|Publisher Web site:||http://dx.doi.org/10.1080/03055690802648119|
|Publisher statement:||This is an electronic version of an article published in Newton, D.P. and Newton, L.D. (2009) '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.', Educational studies., 35 (3). pp. 311-321. Educational studies is available online at: http://www.informaworld.com/smpp/content~db=all?content=10.1080/03055690802648119|
|Date accepted:||No date available|
|Date deposited:||15 June 2011|
|Date of first online publication:||2009|
|Date first made open access:||No date available|
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