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| Autor/in | White, D. R. |
|---|---|
| Titel | The Stirling Lesson-Sampling Instruments. |
| Quelle | , (13 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Classroom Observation Techniques; Evaluation Methods; Lesson Observation Criteria; Measurement Techniques; Microteaching; Student Teachers; Teacher Behavior; Teacher Education; Teacher Interns; Teaching Skills; Test Reliability; Tests; United Kingdom (Scotland) |
| Abstract | A long-term Leverhulme Research Project was established at Stirling University in 1970 to investigate the potential of microteaching as a major ingredient in the preparation of graduate high school teachers in Scotland. Members of the research team developed systematic observation schedules for each of the skills, in order to sharpen the focus of interns and their supervisors on the behaviors involved. This paper reports an attempt to extend the use of systematic observation schedules to the supervisors' classroom visits during conventional practice teaching. A conceptual framework of the professional skills was first devised, under the headings of questioning, structuring the discourse, varying the stimulus and reinforcing. A battery of lesson-sampling instruments was then designed, using a mixture of rating scales, categories and sign systems. Studio trials with teams of three trained observers recording simultaneously from video-taped episodes of lessons taught by experienced Scottish high school teachers gave encouraging results. After revision, the instruments were submitted to a field test. Seven pairs of supervisors from a college of education observed three lessons given by each of the interns allocated to them. Instruments were used by mutual agreement within the pairs, allowing roughly half the available time. Acceptable levels of agreement were obtained, suggesting the feasibility of the proposed approach. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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