Using a Problem-Based and Collaborative Workshop Model to Foster Greater Situational Decision Making Among Student Teachers

• In Event: Roundtable Session 54
  In Roundtable Session: Innovative Investigations of Preservice Field Experiences in Varied Disciplines

Abstract

This paper explores the use of a Problem-based and Collaborative Teaching (PaCT) workshop model, informed by Problem-Based Learning theory, to help student teachers develop greater situational decision-making skills. 49 undergraduate student teachers pursuing licensure in a range of disciplines in teacher education programs at two institutions participated in three PaCT workshops over the course of two semesters. Analysis of video-recordings as well as open-ended survey responses reveal that although the workshops did not help the participants feel more comfortable making decisions while teaching, they did promote greater reflective thinking among participants and strengthened participants’ preparation and lesson planning to account for a variety of alternatives, or “what ifs".

Authors

• Claire Mitchell, University of Virginia

• Nonye Alozie, SRI Internatinal