Acknowledgements -- Introduction -- Problem Solving as a Cross-Curricular Skill of Teachers -- Teachers as Decision Makers -- Teacher and Teaching Competencies -- Teacher Expertise -- Teachers as Problem Solvers -- Teachers’ Challenges and Professional Development in Different Stages -- Preservice Stage -- New Teacher Stage -- Experienced Teacher Stage -- Main Features of the Training Programme for Teachers’ Professional Development on Problem Solving -- Context and the Main Aim of the Programme -- The Approaches of the Problem in the Field of Education -- Teachers’ Knowledge of Their Practice -- Reflecting Thinking and Reflective Teaching -- Thinking Frameworks and Tools -- Self-Case Reflection -- Constructivism and the Role of Teacher Educators -- Pair Peer Coaching -- Outcomes of the Programme -- The Structure of the Training Programme -- Training Programme for Teachers’ Professional Development on Problem Solving: Course Activities and Materials -- 1st Block: Welcome and Introduction -- 2nd Block: Teacher Roles, Competencies and Developmental Needs -- 3rd Block: What Does Problem Mean? (Problem, Challenge, Task) -- 4th Block: How Does the Problem Solving Process Work? -- 5th Block: Why Is It a Problem for Me? (Perception, Problem Identification and Stating the Goal) -- 6th Block: What Could Be the Reason of this Problem? (Information 1) -- 7th Block: Facts and Opinions (Information 2) -- 8th Block: Collecting Alternative Solutions (Possibilities 1) -- 9th Block: Generating New Solutions (Possibilities 2) -- 10th Block: How Do I Choose? (Decision Making) -- 11th Block: Planning, Performing, and Evaluating -- Appendix -- References. .Since teaching is a practical activity, efficient problem-solving skill is one of the fundamental competencies teachers need to possess. All teachers face challenging school situations during teaching-learning process no matter where they teach or since when. Despite similarities appearing on the surface, every school situation is unique and depends on several internal and external factors that should have been taken into account. Therefore, in many problematic cases it is not enough to deal with the symptoms, but teachers need to go deeper. This book provides a theoretical and practical background for this step-by-step problem solving-oriented thinking process. The practical activities can help teachers to frame and identify their challenges, to analyse the cause and effect of their situation, and also to find their own solutions and strategies. The material in this book can be used in pre-service or in-service teacher training that deal with pedagogic cases, or challenges of teaching and learning processes. However, most of the tools can also be used individually by teachers at any stage of their career, including any type of compulsory education, thanks to the clear description of each technique. .