Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

Sonst. Personen	Handley, Herbert M. (Hrsg.)
Institution	Mississippi State Univ., Mississippi State. Bureau of Educational Research and Evaluation.
Titel	Developing Classroom Interactions Which Signal Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.
Quelle	(1986), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lernender; Classroom Observation Techniques; Group Dynamics; Higher Education; Interaction Process Analysis; Junior High School Students; Listening Skills; Preservice Teacher Education; Questioning Techniques; Student Reaction; Teacher Behavior; Teacher Characteristics; Teacher Effectiveness; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Prozessanalyse; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lehramtsstudiengang; Lehrerausbildung; Befragungstechnik; Fragetechnik; Schülerkritik; Teacher behaviour; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this module, developed by the Research Applications for Teaching (RAFT) project, preservice teachers study the major types of classroom interactions which occur between teachers and students and review the research findings showing how these interactions are related to effective teaching. Much effort is spent on describing procedures for developing questioning strategies, the most useful tool a teacher possesses for the development of students' understanding of concepts. Good attending and listening behaviors of teachers are also illustrated. Special interactions and procedural strategies for working with junior high age students are discussed in detail. The preservice teachers' learning experiences are centered around viewing videotapes of teachers with effective interaction techniques. They audiotape classroom interactions similarly to the way researchers do when they study the classroom behaviors of teachers. In simulation, each preservice teacher does an inductive-based presentation in cooperation with a peer group. This simulation is videotapes so that the listening, questioning, and attending skills of the presenter may be observed. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC