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.

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.