PROGRAMING TEACHER-PUPIL INTERACTION PATTERNS.

Autor/inn/en	SIMON, ANITA; und weitere
Titel	PROGRAMING TEACHER-PUPIL INTERACTION PATTERNS.
Quelle	, (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Computer Assisted Instruction; Computer Programs; Cooperating Teachers; Data Processing; Interaction Process Analysis; Learning Theories; Student Behavior; Student Teacher Relationship; Student Teaching; Teacher Behavior; Teacher Education; Teaching Methods; Teaching Styles; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computer program; Computer programme; Computerprogramm; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Datenverarbeitung; Prozessanalyse; Learning theory; Lerntheorie; Student behaviour; Schülerverhalten; Teaching practice; Unterrichtspraxis; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	TO DETERMINE WHAT EFFECTS A STUDENT TEACHER'S COURSE WORK HAS ON HIS ACTUAL CLASSROOM BEHAVIOR, 22 STUDENT TEACHERS WERE GIVEN 90 HOURS OF OBSERVATION AND BEHAVIOR TRAINING, WITH PARTICULAR EMPHASIS ON THE FLANDERS SYSTEM OF INTERACTION ANALYSIS. A CONTROL GROUP OF 22 STUDENTS WAS GIVEN TRAINING IN LEARNING THEORY. THE FLANDERS SYSTEM WAS USED TO OBSERVE EACH STUDENT TEACHER TWICE AT THE BEGINNING AND THE END OF THE STUDENT TEACHING EXPERIENCE. THE COOPERATING TEACHERS FOR THE FLANDERS GROUP WERE ALSO GIVEN TRAINING IN THIS SYSTEM. A COMPUTER PROGRAM WAS USED TO ISOLATE SPECIFIC PATTERNS OF STUDENT TEACHING BEHAVIOR WHICH COULD BE ATTRIBUTED TO TRAINING IN SYSTEMATIC CLASSROOM OBSERVATION AND TO MAKE EASIER THE SHEER WEIGHT OF DATA PROCESSING NECESSARY WITH THE FLANDERS SYSTEM. IT WAS FOUND THAT STUDENT TEACHERS TRAINED IN INTERACTION ANALYSIS TEND TO BE (1) MORE ACCEPTING, (2) LESS CRITICAL, (3) LESS DIRECTIVE, AND HAVE (4) MORE STUDENT INITIATED TALK, (5) MORE EXTENDED STUDENT INITIATED TALK, AND (6) LESS SILENCE AND CONFUSION IN THE CLASSROOM THAN STUDENT TEACHERS TRAINED IN LEARNING THEORY ALONE. IT IS CONCLUDED THAT (A) WHEN BOTH STUDENT AND COOPERATING TEACHERS KNOW INTERACTION ANALYSIS, THE STUDENTS HAVE A MAXIMUM OPPORTUNITY TO DEVELOP THEIR OWN STYLES OF TEACHING AND (B) INTERACTION ANALYSIS APPEARS TO INCREASE INDIVIDUALITY IN TEACHER BEHAVIOR. (AW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC