THE PROMOTION OF FUTURE PRIMARY SCHOOL TEACHERS’ ABILITY FOR ANALYSING COMPLEX EDUCATIONAL SITUATIONS. A METACOGNITIVE APPROACH

Abstract

When approaching and solving educational problems, those who are about to start a teaching profession, need to involve strategies in order to appropriately answer complex problems characterizing educational situations. We examine one way to promote specific transfer of general skills: a methodology entails the elicitation, analysis and inclusion of case-study as a primary form of instructional support while learning to solve problems. This approach is referred to as analysis of cases drawn from real-world educative contexts in order to help students develop problem solving skill. Learning is supported by conversations and stories about problematic and difficult cases. In this paper we introduce the results of a two-year research that involved 300 students of the University of Palermo, Primary Education Degree Course. The work has been focused on the students’ ability of approaching their job with an understanding and solving attitude towards all practical problems raised in the educational area. The study has been oriented to promote in tomorrow’s teachers the ability for identifying and properly addressing any problem in school situations. The study is also an example of the development of students’ skills, oriented to identify and solve complex educational situations.