Teacher Professional Development: Approaches of Teaching for Robust Understanding
New curriculum guidelines of 12-year Basic Education have been launched in Taiwan. However, our children still struggle to deal with a great deal of examinations through meaningless memorization and technical drills in school. Is our children’s learning in the classroom meaningful? Do they possess all essential core competencies that are needed for surviving in the rapid changing lives of 21st century? Regarding how to respond to these questions, we need to profoundly explore what kinds of students we want to cultivate in our educational system. Based on this argument, this article first argues the importance of nurturing students’ habits of growth mindset grounded on educational evidences of brainbased neuroscience studies. In addition, it intends to analyze how to establish a powerful classroom for promoting students’ robust understanding through the problem-solving approach and its application in mathematical teaching and learning. Three main themes are included: Applying “Teaching for Robust Understanding (TRU) Framework” to enhance the quality of teaching and learning. Building powerful classrooms through teacher professional development. An integrated teacher professional development model of TRU-Lesson Study (LS) as an approach. Finally, concrete recommendations are generalized and proposed from the three themes in order to reach the ultimate goals of promoting students’ robust understanding while learning through the application of the TRU-LS teacher professional development.
|關鍵詞||成長型心智、促進理解之教學、教師專業發展、課室研究、growth mindset、Teaching for Robust Understanding (TRU)、teacher professional development、lesson study|