Cooperative problem solving for prospective teachers in the field: From simulation to solving real problems

The intervention study "Partner Schools" focusses on problem-based learning (PBL) for prospective teachers during their field experiences. The PBL approach is not conceptualized as a simulation of problems to solve, but rather as a year-long intense participation and cooperation with teachers that features joint responsibility in the realities of school, guided by experts from the University of Education. The findings suggest that cooperation on an equal footing enhances the commitment to student learning, as well as the integration of theoretical knowledge. Furthermore, PBL tends to be more successful in focussing on school goals when cooperating teachers collaborate as equals with student teachers.

13.05.2016 | Urban Fraefel, Nils Bernhardsson-Laros & Kerstin Bäuerlein (Brugg-Windisch)