PPT Training Program development teaching
- 1. Central China Normal University The Training Programme for Teachers’ Professional Development on Problem Solving April 17th, 2024
- 2. Practice exercise We propose an initial activity… Write it on the Post-it note and share your opinion. Keep the Post-it for the next exercise. Time to write: 3Min 1. What is the meaning of the concept of PROBLEM in your experience as a teacher? 2. Identify one problem in your experience as a teacher.
- 3. The aims of the programme • To support the development of teachers’ problem-solving skills at any stage of the profession. • To bridge the “theory–practice gap” in teachers’ professional development by supporting knowledge transfer between educational theory and classroom practice.
- 4. The Training Programme for Teachers’ Professional Development on Problem Solving • Is an interdisciplinary endeavor settled in a cross-segment of three disciplines: • Provide theoretical background for teaching and teachers’ competencies; teachers’ thinking; teacher education and professional development Educational Science • Help to determine the theoretical side of the problem and the problem solving process itself. Psychology • Concentrates on the development of the organization, which starts from the problem state. Management Science
- 5. The aspects of problem in pedagogy • Problem as a perception of a phenomena that differs from a wish state. • The owners of the problem are motivated to solve the problem and to reduce psychic tension caused. • Process of the problem owners is basically reflection Psychological aspect • Problem as starting point of the students’ learning process in any field. • The goal is to develop different competencies (social, cognitive etc.), • To promote a scientific view of inquiry, and self-directed learning, while increasing active participation in the learning process. Learning Aspect • Problem as the object of an education-relating research. • Depending on which aspect of the problem is emphasized, or what approach is taken, and what the context and aim of the solving process is, different methods and tools are preferred. Research methodology (scientific) aspect
- 6. The connection of three aspect of problem in field of education Psychological Approach Learning Approach Scientific Approach • The common point is the perception process. • The difference can be the aim and the methods of problem-solving • The common point are the inquiry methods. • The different points are the object. • The common point is the object as both of them deal with education- relating problems. In this program pedagogical problem can be understood as any kind of problem at any stages of the teaching process that is connected to the phenomena of classroom teaching and at least one involved person percept it as a problem.
- 7. Practice exercise • According to the information, classify your problem in one of the three different aspects. Psychological Learning Research methodology (scientific)
- 8. • It is the knowledge of “to know what?” • Includes cognitive processes relating to scientific knowledges and domain- specific theories. declarative (or conceptual) • It is the knowledge of “to know how? • Refers to those cognitive activities that drive practice and therefore it has strong connection to skills and behavioural factors. procedural (practical) TEACHERS’ KNOWLEDGE OF THEIR PRACTICE There is still an ongoing debate among researchers about the dominance of these two types of knowledge in teaching and teacher education and about the gap between them (Day, 2015).
- 9. Teachers’ practical knowledge Is firmly linked with teaching practice Includes all domains of professional insights relevant to teaching Is interconnected ways related to teaching problems Teachers develop their practical knowledge by the construction and the reconstruction of “teaching self” Is tacit and implicit therefore it is hard to measure it with traditional testing methods It helps to deal with complexity and changing conditions Several experts noted that teachers rather use practical knowledge than theoretical knowledge concerning the interactive teaching-learning process.
- 10. “systematic knowledge” (that is more theoretical and abstract) “prescriptive knowledge” (that is connected to institutional policies) Craft knowledge “which is largely acquired through experience and which tends to be a-theoretical and idiosyncratic. Kennedy (2002) outlines three types of knowledge that are relevant to teaching.
- 11. • The aim of the study was to characterize the knowledge of the Chemistry Teachers during his professional practice in the rural context in Colomba in three case studies. • This scenario has socio-economic and cultural characteristics specific aspects that teachers face in their practice by mobilizing different types of knowledge, which are explored from the case study with an interpretative approach. • It was possible to recognize the relevance of local knowledge in the teaching of experimental sciences and how a decontextualized education that does not respond to the needs of communities are permeated by political, economic, social and cultural aspects. • The research allowed us to observe that teachers implicitly incorporate the Peasant Knowledge (Lan Mathez, 2012) determined by the beliefs, values, practices and knowledge inherited, exchanged and transmitted through the reciprocal relationships in communities. • According to Paulo Freire’s Pedagogy of Liberation, a type of mobilized knowledge emerges from this research, which is called Liberating Knowledge that allows teachers to incorporate professional, curricular, disciplinary, and experiential knowledge with the Peasant Knowledge into a horizontal dialogue with other cultures in an autonomous way (Nuñez, 2004) KNOWLEDGE MOBILIZED BY THE CHEMISTRY TEACHER IN THE RURAL CONTEXT Hypatia Hurtado Luque National University of Colombia Liz Muñoz Albarracín Francisco José de Caldas District University