Theoretical background:

The teaching profession (as well as in other field) require high level of content knowledge and problem solving skill (Eysenc és Keane 2006). Preservice teacher training mainly aims at developing candidates (subject, pedagogical) content knowledge and less focuses on improving functional skill like problem solving. However the whole teaching-learning process (from planning to evaluation) and the main part of pedagogy is textured by making decision and solving problems  (Shavelson 1981, Calderhead 1993). Therefore initial teacher training should put more emphasis on improving candidates’ problem-solving skills by the using of problem-solving and decision-making models and tools for analysing and understanding pedagogical situations. For this reasons, a 30 hours educational programme has been developed by the author: Curriculum of Developing Problem Solving Thinking Skill for Beginning teacher (also Problem Solving Curriculum). It includes problem solving techniques and case-based learning. Not only does it help the candidate to coordinate their pedagogical, psychological and subject knowledge but also to transform their knowledge into practice.

The research consists three main parts:

1. Theoretical background and the connection of problem solving process and teaching (Orgoványi-Gajdos 2014).
2. Curriculum developing (see: Problem Solving Curriculum - manusript).
3. Impact evaluation of the developed curriculum by pedagogical experiment.

Main questions of the research:

Which part of the initial teacher training does the Problem Solving Curriculum fit to?

How and how far does the Problem Solving Curriculum develop the participants’ thinking?

How does the Problem Solving Curriculum effect to the participants’ attitude?

The main hypotheses of the experiment:

The problem solving curriculum:

 fits in the end of teacher training process when candidates do their school practice
 develops the candidates' divergent and convergent thinking skill
 helps to improve own pedagogical strategies
 provides more positive attitude towards pedagogical problems
 helps the transfer of pedagogical, psychological and subject knowledge.

Calderhead, J. (1993): The contribution of research on teachers’ thinking to the professional development of teachers, in: Day, C., Calderhead, J. and Denicolo, P. eds., Research on Teacher Thinking: Understanding Professional Development, London, Falmer Press. Eysenck, M. and Keane M. T (2010): Cognitive Psychology. A Student's Handbook. Psychology Press. Judit Orgoványi-Gajdos (2014): Improving Teacher Candidates’ Problem -Solving Skill. In.: Malgorzata Jarecka-Zyluk and Oliver Holz (Szerk.), Gender and Education from Different Angles, Gender-Diskussion, Bd. 22, LIT. 151-167 http://www.education-and-gender.eu/edge/pdf/IMPROVING_TEACHER_CANDIDATES_11.pdf Shavelson, R. J & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgements, decisions, and behaviour. Rewiev of Educational Research, vol. 51. pp. 455-498.