โ Scribed by Julie A. Luft; Edward L. Pizzini
No coin nor oath required. For personal study only.
The purpose of this study was to assess the implementation of a problem-solving model among teachers involved in an alternative in-service format. Thirteen teachers participated in a year-long in-service program that included: a preprogram on the instructional methodology; implementation of the instructional methodology; follow-up meetings that addressed participants' questions; and visits to a classroom demonstrating the instructional methodology. Twelve participants attended the demonstration classroom, and seven participants enacted problem-solving lessons prior to and following their observation of the demonstration teacher implementing the problem-solving model in the classroom. Dependent t tests were used to analyze the eight categories contained in a scale developed to assess implementation of the problem-solving model. Results indicate that participating teachers significantly changed in the time students spent in cooperative groups, having students working cooperatively, students actively participating in problem solving, and students generating their own problems and plans. The role the teacher took in the class also significantly changed. Seeing another teacher use the in-service methodology may have assisted in-service participants in their implementation of the problem-solving model.
๐ SIMILAR VOLUMES
## Abstract This chapter considers how class helps to construct the identity and ultimately the teaching of certain groups of educators, and it explores ways of making class explicit in the teacher education classroom.
Each year science teachers have the opportunity to participate in a variety of in-service programs, with the most traditional yearlong in-service agendas consisting of a preprogram, program, and follow-up program. One alternative to the traditional program is the inclusion of demonstration classroom
In this article, a personality model for the description of children's classroom behaviour is the main focus of interest. It is questioned whether the Five-Factor Personality Model can be used as an organizational structure for the description of personality characteristics in the ยฎeld of educationa