THE EFFECTIVENESS OF SELF INSTRUCTION IN TEACHER EDUCATION USING MODELLING AND VIDEO TAPE FEEDBACK.

Autor/in	YOUNG, DAVID B.
Titel	THE EFFECTIVENESS OF SELF INSTRUCTION IN TEACHER EDUCATION USING MODELLING AND VIDEO TAPE FEEDBACK.
Quelle	, (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Educational Experiments; Feedback; Internship Programs; Lecture Method; Methods Research; Microteaching; Models; Observation; Redundancy; Student Teaching; Teacher Education; Teacher Educators; Teacher Evaluation; Teaching Methods; Teaching Models; Teaching Skills; Videotape Recordings + Suchen Sie Ihr Suchwort? Klassenführung; Schulversuch; Berufspraktische Ausbildung; Methodenforschung; Analogiemodell; Beobachtung; Redundanz; Teaching practice; Unterrichtspraxis; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	TO COMPARE MODES OF TRAINING TEACHERS IN THE LECTURING SKILL OF REDUNDANCY WITHOUT USING DIRECT SUPERVISORY-TEACHER CONFERENCES, 94 TEACHER INTERNS WERE RANDOMLY GROUPED FOR SIX EXPERIMENTAL TREATMENTS. A RECORDING OF THE INTERN'S CLASSROOM PERFORMANCE WAS FOLLOWED TWICE BY A TRAINING SESSION AND ANOTHER RECORDING. TREATMENTS WERE--VIEWING A MODEL PERFORMANCE BY AN EXPERIENCED TEACHER WITH AND WITHOUT CONCURRENTLY RECORDED ("CONTINGENT") COMMENTS ABOUT THE SKILL, VIEWING SPECIFIC ILLUSTRATIONS OF REDUNDANCY OUTSIDE A LESSON CONTEXT, AND VIEWING AN INTERN'S OWN TAPED PERFORMANCE WITH AND WITHOUT CONTINGENT COMMENTS RECORDED BY THE EXPERIMENTER. ANALYSIS OF COVARIANCE WAS PERFORMED ON SCORES OBTAINED BY OBSERVATION OF 19 DIFFERENT PERFORMANCE VARIABLES REGARDING VISUAL HIGHLIGHTS AND VERBAL REDUNDANCY. RESULTS INDICATED THAT SPECIFIC ILLUSTRATIONS WERE NOT AS EFFECTIVE ALONE AS WHEN THEY WERE COMBINED WITH A CONTINGENT FOCUS, ESPECIALLY FOR VISUAL HIGHLIGHTING EFFECTS WHERE THE RANGE OF EXAMPLES IS GREATER. ALTHOUGH STRONG TRENDS SHOWED THAT VIEWING ONE'S OWN PERFORMANCE WITH A CONTINGENT FOCUS WAS MORE EFFECTIVE THAN WITH A NONCONTINGENT FOCUS, FURTHER INVESTIGATION MUST ACCOUNT FOR VARIATIONS IN LECTURE CONTENT AND EFFECTIVENESS OF DIFFERENT MODELS FOR DIFFERENT TEACHING SKILLS. THIS PAPER WAS PRESENTED AT THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING (CHICAGO, FEB. 7-10, 1968). (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01