The Application of Theory to Practice by Preservice Secondary School Biology Teachers.

Autor/in	Stolworthy, Reed L.
Titel	The Application of Theory to Practice by Preservice Secondary School Biology Teachers.
Quelle	(1992), (42 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Biology; Chi Square; Cooperating Teachers; Higher Education; Preservice Teacher Education; Rating Scales; Secondary Education; Self Evaluation (Individuals); Student Evaluation; Student Teachers; Teacher Effectiveness; Teaching Methods; Teaching Skills; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Biologie; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Rating-Skala; Sekundarbereich; Schulnote; Studentische Bewertung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Theorie-Praxis-Beziehung
Abstract	The purpose of this study was to determine preservice secondary biology teachers' (N=18) ability to transmit knowledge of the subject to pupils through methodologies designed to translate theory into practice. The cooperating teachers (N=12) provided data regarding abilities demonstrated by the student teachers. The student teachers utilized the same evaluation device to assess their own abilities. The self-evaluation applied by the student teachers obtained higher mean values on 12 of the 19 abilities. Higher mean values were obtained from the cooperating teacher ratings on seven abilities. The total mean value for each of the groups relative to all of the 19 mean values indicates that the student teachers tended to rate themselves slightly higher than did the cooperating teachers. With regard to the 19 abilities, cooperating teachers gave the lowest rating to transmitting subject matter to pupils; they gave the highest rating to the student teachers' knowledge of botany. The lowest mean obtained from student teachers' self-evaluation dealt with their knowledge of mycology; their highest mean related to their ability to tranmit subject matter to their students through use of models. (The bulk of this document is devoted to tables; the evaluative instruments are included.) (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01