Primary School Teachers’ Conceptions and Perceived Practices of Problem-solving Method in Selected Schools in Bahir Dar

Haftu Hindeya


This study examined teachers’ problem-solving conceptions and their perceived classroom practices. Nine teachers were purposely selected from two primary schools. Data were collected through in-depth interview and open-ended questionnaire, and were thematically categorized and analyzed. Results showed that teachers associated the method with various issues often unrelated to it and their perceived practice was consistent with their conceptions though their conception was different from problem-solving method. Teachers confined their perceived classroom activities to discussion of factual ideas. They often equated problem-solving with use and production of teaching materials, with group discussion and as a mechanism to alleviate students’ social problems. The results implied that though what teachers claimed as their perceived use of problem-solving method is in tune with their conception, neither their conception nor their perceived practice concord with procedures of problem-solving method. Finally, implications have been drawn on the basis of the findings.


Teachers conception; instruction; classroom practice; Ethiopia

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