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Teaching Competence for Organising Problem-Centred Teaching-Learning Process

Abstract : The problem-centred education (PCE) is a teaching-learning process which includes meta-subject tools as part of its content. The given tools, which find their origin in OTSM-TRIZ theories, allow to structure and reorganise information with the aim of identifying, analysing and solving problems in various domains. In the framework of the PCE students develop not only their subject-matter skills (e.g. language, maths, etc.) but also their problem solving competence or inventive thinking skills. While the research has shown that the PCE has had a positive impact on learners, the empirical experience of helping regular school teachers learn to organise problem centred teaching-learning process showed that while some teachers succeeded to introduce some changes, the majority of them failed to introduce any changes in their classrooms. The given situation has brought to the foreground the problem of teaching competence required from a teacher for organising problem-centred teaching-learning process. The given chapter will define the PCE highlighting the features which differ it from the existing problem-based and teaching for thinking approaches and will present the first results of the study into the teaching competence required for organising problem-centred teaching learning process.
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Submitted on : Tuesday, July 14, 2020 - 12:32:22 PM
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Renata Jonina, David Oget, Jacques Audran. Teaching Competence for Organising Problem-Centred Teaching-Learning Process. TRIZ – The Theory of Inventive Problem Solving Current Research and Trends in French Academic Institutions, Springer International Publishing, pp.85-104, 2017, ⟨10.1007/978-3-319-56593-4_4⟩. ⟨hal-02898953⟩



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