Enhancing Effective Thinking and Problem Solving for Preservice Teacher Education Candidates and Inservice Professionals: Case Study Analysis
This book is written with the hope that pre-service teachers and in-service professional educators will participate in learning communities as means toward enhancing their professional growth. As teachers and learners invest themselves in collaborative group approaches, they develop a firmer sense of their own identity. Enhancing Effective Thinking and Problem Solving for Pre-Service Teacher Education Candidates and Inservice Professionals specifically focuses on the use of the case method to engender higher order thinking regarding the knowledge base on which best practices in teaching and learning rest. Teacher education candidates and classroom teachers should find this a helpful and motivational source.
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Reflecting on the Problem Solving Process in a Learning Community
academic administrators Barry University Bartlett based on professional behavior problems Bertha Moro Blake Bobby Bobby's Burdine Carney Carol Bregman child classroom collaboration college of education conclusion conference converse accident counselors curriculum Cynthia Lasky decisions Detecting Arguments disruptive Doris Olesky errors in reasoning evaluation fallacy of composition fallacy of division feel Finding Assumptions finds this assumption Florida International University Goodall group finds group notes guidance committee handicapped student Hispanic identified the following informal fallacies intellectually weak invalid issues Joe's Jonathan Jones Judy Newman Katherine Kenya learners Mann Mariolga Lebredo Max and Mohammed meet Miami-Dade County Michael Mickey Weiner Mike Mike's parents Millville Mitkevicius music video needs Perhaps premises principal problem solving Problem The school professional knowledge q School q Students q Teachers question Rebecca Francis responsibility school board members School Faculty Analysis Sherry social Solution(s special school strategies teacher education candidates thinking valid based