ABSTRACT
As educators, our goals and aspirations in relation to teaching are to engage learners in their learning processes. Furthermore and especially in relation to teacher education, we seek to provide opportunities for learners to critically reflect on their experience and professional practice. Our aim is to shift our learners’ focus from the common tendency to master facts, principles, and procedures in isolation of the learning context. Instead, we seek to engage our students in problem solving and critical reflection on practice and their experience with the help of relevant facts, procedures, principles, as well as appropriate and timely feedback. In the case of learners with no prior work experience, such as preservice teachers or nurses, we could use contrived but authentic problems or cases to situate their learning activities. With adult learners who are already in service, we are able to get them to
draw on their own relevant work experience to situate learning. In adopting this approach to teaching and learning, our goal is to make learning more motivating, relevant, and meaningful for our learners, who are in-service teachers. In short, our aim is to make teaching for teachers an inspiring, challenging, and rewarding experience that will indeed help them find their teaching voices in a variety of settings.
