CHANGES IN THE VERBAL INTERACTION PATTERNS OF SECONDARY SCIENCE STUDENT TEACHERS WHO HAVE HAD TRAINING IN INTERACTION ANALYSIS AND THE RELATIONSHIP OF THESE CHANGES TO THE VERBAL INTERACTION OF THEIR COOPERATING TEACHERS. FINAL REPORT. SUMMARY REPORT.

Autor/in	MCLEOD, RICHARD J.
Institution	Cornell Univ., Ithaca, NY.
Titel	CHANGES IN THE VERBAL INTERACTION PATTERNS OF SECONDARY SCIENCE STUDENT TEACHERS WHO HAVE HAD TRAINING IN INTERACTION ANALYSIS AND THE RELATIONSHIP OF THESE CHANGES TO THE VERBAL INTERACTION OF THEIR COOPERATING TEACHERS. FINAL REPORT. SUMMARY REPORT.
Quelle	(1967), (316 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Change; Bibliographies; Change Agents; Classrooms; Cooperating Teachers; Educational Change; Educational Experiments; Interaction Process Analysis; Lesson Observation Criteria; Literature Reviews; Science Teachers; Secondary School Teachers; Student Teachers; Tables (Data); Teaching; Verbal Learning; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Classroom; Klassenraum; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Bildungsreform; Schulversuch; Prozessanalyse; Unterrichtsmitschau; Science; Science teacher; Wissenschaft; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Tabelle; Unterricht; Verbales Lernen
Abstract	THE PRIMARY OBJECTIVES OF THIS STUDY WERE--(1) TO IDENTIFY NON-RANDOM CHANGE IN THE VERBAL PATTERNS OF STUDENT TEACHERS OF SECONDARY SCIENCE WHO WERE TRAINED IN THE FLANDERS SYSTEM OF INTERACTION ANALYSIS, (2) TO RELATE THESE CHANGES TO THE VERBAL PATTERNS EXHIBITED BY THE COOPERATING TEACHERS INVOLVED, AND (3) TO COMPARE THE RESULTS WITH THOSE OF A CONTROL GROUP WHO WERE NOT SO TRAINED. THE STUDENT TEACHERS IN THE EXPERIMENTAL AND CONTROL GROUPS WERE OBSERVED FOR A TOTAL OF SIX CLASS HOURS--TWICE NEAR THE BEGINNING (PHASE ONE), TWICE NEAR THE MIDDLE (PHASE TWO), AND TWICE NEAR THE END (PHASE THREE) OF THE STUDENT TEACHING EXPERIENCE. SIX CLASS HOURS OF THEIR COOPERATING TEACHERS' VERBAL INTERACTION WERE ALSO OBTAINED. THE OBSERVATIONS WERE ALL CODED USING THE FLANDERS TECHNIQUE, AND ANALYZED IN ACCORDANCE WITH THE STATED OBJECTIVES. IT WAS FOUND THAT STUDENT TEACHERS WHO RECEIVED TRAINING IN INTERACTION ANALYSIS WERE MORE LIKELY TO EXPERIENCE NON-RANDOM CHANGES IN VERBAL PATTERNS THAN THOSE NOT SO TRAINED. THESE CHANGES WERE GENERALLY TOWARD MORE INDIRECT TEACHING INFLUENCE. IT WAS ALSO FOUND THAT THE EXPERIMENTAL GROUP WAS MORE LIKELY TO CHANGE IN RELATION TO THEIR COOPERATING TEACHERS THAN WAS THE CONTROL GROUP. IF EXPERIMENTATON IN THE CLASSROOM AND A GREATER SENSITIVITY TO THE TEACHING PATTERNS OF OTHERS ARE GOALS OF TEACHER EDUCATION, THIS TRAINING APPEARS BENEFICIAL. (AF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC