Skip to main content

Research Repository

Advanced Search

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

Newton, D.P.; Newton, L.D.

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 Thumbnail


Authors



Abstract

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.

Citation

Newton, D., & Newton, L. (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), 311-321. https://doi.org/10.1080/03055690802648119

Journal Article Type Article
Publication Date Jan 1, 2009
Deposit Date Jun 14, 2011
Publicly Available Date Jun 15, 2011
Journal Educational studies.
Print ISSN 0305-5698
Electronic ISSN 1465-3400
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 35
Issue 3
Pages 311-321
DOI https://doi.org/10.1080/03055690802648119
Keywords Primary teacher training, Problem-based learning, Science lesson planning.

Files







You might also like



Downloadable Citations