Teaching problem solving skills to teachers-in-training: An analogue experimental analysis of three methods |
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| Authors: | T. Steuart Watson Ph.D. Jack J. Kramer Ph.D. |
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| Affiliation: | (1) Department of Counselor Education and Educational Psychology, Mississippi State University, Starkville, Mississippi;(2) Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, Nebraska;(3) College of Education, Mississippi State University, P O Box 9727, 39762, Mississippi |
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| Abstract: | This analogue study sought to determine the relative effectiveness of different instructional methods for teaching problem solving skills to teachers-in-training. Three instructional conditions (didactic, didactic + modeling, and didactic + modeling with rehearsal/feedback) and a control condition were compared on measures of problem identification and problem analysis. Results indicated that the didactic + modeling and didactic + modeling with rehearsal/feedback conditions were superior to didactic training in teaching problem-solving skills. Discussed are possible explanations for differences between the instructional conditions, the implications of these findings, limitations of this study, and directions for further teacher-training research in problem solving. |
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| Keywords: | problem-solving applied behavior analysis consultee training teacher education teacher-training |
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