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The Relationship between Cooperating Teachers' and Student Teachers' Use of the Problem-solving Approach to Teaching
| Content Provider | Semantic Scholar |
|---|---|
| Author | Garton, Bryan L. Cano, Jamie |
| Copyright Year | 1996 |
| Abstract | The purpose of the study was to describe the extent to which cooperating and student teachers used the problem-solving approach to teaching. A hypothesis was employed to test the relationship between cooperating teachers' use and the student teachers' use of the approach. The sample consisted of 15 student teachers and their cooperating teachers. Videotapes of the student and cooperating teachers' classroom teaching were collected and analyzed using an instrument developed by the researchers. Student teachers and cooperating teachers spent less than 20% of their instructional time using the problem-solving approach to teaching. Student teachers spent the most time guiding students in seeking data and information to solve the problem. Cooperating teachers spent the most time gaining and maintaining the interest of students in learning the subject matter. A positive relationship was found between the cooperating teachers' use and the student teachers' use of the problem-solving approach to teaching. It was concluded that a student teacher's use of the problem-solving approach to teaching could be enhanced if cooperating teachers modeled the approach. It was recommended that priority be given to selectin g cooperating teachers who model the desired teaching behaviors expected of student teachers. The agricultural education profession has placed Research (Boone, 1988; Osborne & Hamzah , an emphasis on teaching secondary agriculture 1989) found that teachers of agriculture organize d students decision making skills through problem- their lessons on a problem-solving basis, but did not solving (American Association for Agricultural follow through with actual problem-solving teaching Education, Preparation of Professionals fo r in the classroom. Boone and Newcomb (1990) Agricultural Education, 1991). Teacher educators concluded that teachers who were utilizing th e (Association of Teacher Educators, Commission on problem-solving approach to teaching were not fully the Education of Teachers, 1991), across subjec t employing all essential elements of the problem matter disciplines, have also supported teachin g solving approach to teaching. teachers how to use problem-solving as a teachin g methodology. Crunkilton (1988), in his address to With regard to student teachers' use of th e the American Association for Agricultural problem-solving approach to teaching, McKee and Education, stated that "... problem solving, both as Warmbrod (1992) found that student teacher s a method of teaching and as a skill that student s perceived they were using the approach; however, need, is more critical today than it was years ago " an analysis of teaching audiotapes revealed that they (p. 8). However, to what extent have teachers of were not using the problem-solving approach i n agriculture been utilizing the problem-solvin g their teaching. Additional research (Osborne & approach to teaching? |
| Starting Page | 48 |
| Ending Page | 55 |
| Page Count | 8 |
| File Format | PDF HTM / HTML |
| DOI | 10.5032/jae.1996.01048 |
| Volume Number | 37 |
| Alternate Webpage(s) | http://pubs.aged.tamu.edu/jae/pdf/vol37/37-01-48.pdf |
| Alternate Webpage(s) | https://doi.org/10.5032/jae.1996.01048 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
