THE RELATIONSHIP BETWEEN CLASSROOM VERBAL BEHAVIOR OF STUDENT TEACHERS AND THE CLASSROOM VERBAL BEHAVIOR OF THEIR COOPERATING TEACHERS.

Autor/in	FLINT, SHIRLEY HELENE
Titel	THE RELATIONSHIP BETWEEN CLASSROOM VERBAL BEHAVIOR OF STUDENT TEACHERS AND THE CLASSROOM VERBAL BEHAVIOR OF THEIR COOPERATING TEACHERS.
Quelle	(1966), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperating Teachers; Interaction; Interaction Process Analysis; Learning Activities; Measurement; Responses; Statistical Analysis; Student Teacher Relationship; Student Teachers; Student Teaching; Teacher Behavior; Verbal Communication + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Interaktion; Prozessanalyse; Lernaktivität; Messverfahren; Statistische Analyse; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Teacher behaviour; Lehrerverhalten
Abstract	TO TEST THE HYPOTHESIS THAT THE VERBAL BEHAVIOR OF STUDENT TEACHERS IN THE CLASSROOM DOES NOT CHANGE IN RELATION TO THE VERBAL BEHAVIOR OF THEIR COOPERATING TEACHER, A VERBAL-BEHAVIORAL MEASUREMENT OF 12 STUDENT TEACHERS AND 6 COOPERATING TEACHERS WAS UNDERTAKEN USING THE OBSERVATION SCHEDULE AND RECORD FORM 3D. ANALYSIS OF VARIANCE REVEALED THAT STUDENT TEACHER VERBAL BEHAVIOR CHANGED SIGNIFICANTLY DURING THE STUDENT TEACHING PERIOD, BECOMING MORE SUPPORTIVE, LESS REPEATING, AND LESS ACCEPTING (IN A ROUTINE MANNER) OF CHILDREN'S RESPONSES. WHILE FREQUNCY OF STUDENT-TEACHER RESPONSES DECREASED, FREQUENCY OF STUDENT-TEACHER INITIATED STATEMENTS INCREASED SIGNIFICANTLY. A CO-VARIANCE ANALYSIS WAS CONDUCTED USING THE COOPERATING TEACHERS' SCORES AS THE INDEPENDENT VARIABLE. A HIGH RELATIONSHIP WAS FOUND BETWEEN QUESTIONING-BEHAVIOR PATTERNS OF STUDENT TEACHERS AND THEIR COOPERATING TEACHERS IN CATEGORIES OF COMPLEX PROBLEMS, SIMPLE PROBLEMS, PRE-FRAMED, AND AFFECTIVE-IMAGINATIVE PROBLEMS. SOME RELATIONSHIP WAS FOUND BETWEEN BOTH GROUPS IN SUPPORTING, APPROVING, ACCEPTING, REPEATING, REJECTING, AND CRITICIZING BEHAVIORS. THESE FINDINGS NEGATED THE HYPOTHESIS OF THE STUDY AND SUGGEST THAT FURTHER RESEARCH IN VERBAL-BEHAVIORAL RELATIONSHIP BE UNDERTAKEN USING OBSERVER TEAMS AND A VARIETY OF INSTRUMENTS, SETTINGS AND SAMPLES. PAPER READ AT THE ANNUAL CONVOCATION ON EDUCATIONAL RESEARCH (6TH, OCTOBER 19, 1965). (ADAPTED FROM AUTHOR'S SUMMARY.)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC