Quantity of Professional Education Coursework Linked with Process Measures of Student Teaching.

Autor/inn/en	Denton, Jon J.; Lacina, Lorna J.
Titel	Quantity of Professional Education Coursework Linked with Process Measures of Student Teaching.
Quelle	(1982), (23 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Competency Based Teacher Education; Education Majors; Higher Education; Majors (Students); Preservice Teacher Education; Self Evaluation (Individuals); Student Evaluation; Student Teachers; Student Teaching; Teacher Effectiveness; Teacher Morale + Suchen Sie Ihr Suchwort? Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Schulnote; Studentische Bewertung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral
Abstract	This study was conducted to determine differences between: (1) supervisors' ratings of instructional competencies of education majors and non-education majors in a semester of student teaching; and (2) evaluations by education majors and non-education majors of their morale during a student teacher program. Data were collected during one semester from 82 student teachers and their supervisors participating in a competency based program for secondary level teachers. University supervisors were required to evaluate their student teachers on two scales. One rated the instructional effectiveness of the student teacher, while the other rated two curricular units developed and implemented by the student teacher. All student teachers completed "weekly reflection sheets," providing information on their activities and their feelings of confidence or lack of confidence for each week. Findings revealed that non-education majors were rated significantly higher on instructional competencies during the first curricular unit, although this trend reversed itself during the second unit. Differences in morale ratings between the groups were minor, and both groups displayed a common pattern; there was a drop in morale about 2 weeks into the experience, followed by a subsequent rise in self confidence. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01