A practicum proposal presented to programs for Higher Education in partial fulfillment of the requirements or the degree of Doctor of Education. Research conducted for teacher training in the United Nations Relief and Works Agency (UNRWA).
Written in 2000; 8,667 words; 26 sources; APA; $ 182.95
Paper Summary:
The author examines the the instructional methods used to train teachers, specifically, Palestinian teachers. The author has determined that although the UNRWA proclaims that the problem-solving approach is the best method, it has not evaluated whether the problem-solving approach produces the same or superior effects to the traditional lecture approach for training for this particular group. The author, thus, designs and proposes a method of research to answer whether student achievement on the comprehensive final examination in the UNRWA's "Teaching Methods" course will significantly differ depending upon whether students were taught using the problem-solving approach or taught using the traditional lecture approach.
Table of Contents:
Introduction
Background
Nature of the Problem
Purpose of the Study
Significance to the Institution
Review of Related Literature
Overview
Theory of Self-Directed Learning
The Problem-solving Approach
Nature of the Approach
Research Investigating The Problem-solving Approach
Effects of the Problem-Solving Approach
Effectiveness of the Problem-solving-Approach
Factors That Maximize The Problem-Solving Approach
Methodological Considerations
Summary
Relationship to the Seminar
Research Questions
Research Hypothesis
Definitions of Terms
Methodology and Procedures
Design
Description of the Instrument
Procedures
Data Analysis
Assumptions
Limitations
Expectations
Anticipated Benefits
Improvement of the Educational Process
References
From the Paper:
"Reluctance to deviate from traditional teaching methods and to learn and incorporate a new teaching philosophy and practices is a major obstacle to adoption of the problem-solving approach to teaching. Garton and Cano (1996) found that cooperating student agriculture teachers devoted less than 20 percent of instructional time to a problem-solving approach to teaching. Classroom teachers cooperating with the study spend most of their time on maintaining subject-matter interest; student teachers focused primarily on seeking information to resolve the problem."
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