Literaturnachweis - Detailanzeige
| Autor/in | Ober, Richard L. |
|---|---|
| Titel | Multidimensionality as a Means for Placing Teaching Practice and Personal Beliefs into Closer Agreement. |
| Quelle | (1970), (14 Seiten)
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| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Classroom Observation Techniques; Laboratory Techniques; Simulation; Teacher Behavior; Teacher Education; Teacher Educators; Teacher Effectiveness; Teacher Role |
| Abstract | Far too many teacher training programs fail to prepare teachers properly to translate theory and beliefs concerning teaching effectiveness into practice at the classroom level. To improve this situation, professors of education need to be innovative and to take purposeful steps to develop new programs with fresh approaches that will succeed in bridging the theory-practice gap. One technique which shows promise is systematic observation and a number of programs for training teachers in its use have been developed. However, the majority of these make use of only a single system. The practice called multidimensionality uses several systems simultaneously to view the same classroom situation and shows promise of being more effective than the use of a single system. Programs incorporating the multidimensional-systematic observational approach by their very nature tend to be more laboratory-oriented than lecture-oriented. The student is frequently involved in data collection activities both under simulated and actual conditions. He learns to observe and to be observed. He experiments with his own behavior and he observes his peers as they experiment with their behavior. The intended final outcome is that the student will begin to see his role more clearly and that he will perceive the teaching act to be more predictable than uncontrollable. (Author/MBM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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