ABSTRACT
The commitment to the goals enunciated in the previous chapter implies the need to identify the type of teacher activity most likely to foster pupils’ ability to solve problems in novel situations. Since teachers cannot predict all possible situations with which their pupils are likely to be faced, the pedagogical skills that teachers need should be appropriate to the development in pupils of abilities of general application. Thus the skills should not be concerned with pupils’ acquiring highly specific competencies, nor should they treat in a superficial way the acquisition of general capabilities. It is also important that the skills focused on are genuinely criterial to pupil learning.
