Knowledge development at the time of use: a problem‐based approach to lesson planning in primary teacher training in a low knowledge, low skill context

Abstract

Primary school teachers generally have to teach several subjects. Their training, however, is often fairly short and it is tempting to force‐feed them with everything they need to know to teach these subjects. It is more realistic to accept that a short course cannot do everything. Instead, it would be better to equip these students with skills that help them cope when their initial knowledge is weak. This study describes a problem‐based learning (PBL) approach to skill development in science lesson planning where subject knowledge was initially weak. It examines student–teacher confidence in and satisfaction with this planning, motivation and feelings about collaborative work. Advice is offered on adopting a PBL approach for developing lesson planning skills.

Keywords:

• primary teacher training
• problem‐based learning
• science lesson planning