A Qualitative Analysis of the Effects of a Microteaching Course on Preservice Science Teachers' Instructional Decisions and Beliefs about Teaching.

Autor/inn/en	Lederman, Norman G.; Gess-Newsome, Julie
Titel	A Qualitative Analysis of the Effects of a Microteaching Course on Preservice Science Teachers' Instructional Decisions and Beliefs about Teaching.
Quelle	(1989), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Microteaching; Preservice Teacher Education; Qualitative Research; Science Instruction; Science Teachers; Teacher Attitudes; Teacher Behavior; Teaching Models; Teaching Skills + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Qualitative Forschung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher behaviour; Lehrmodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The microteaching course continues to be a focal point in the preservice training of science teachers. The purpose of this study was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional behaviors, decision making skills, and any changes in beliefs occurring throughout the duration of the course. A total of 17 preservice teachers were used as subjects. The subjects were required to present four lessons based on lecture/recitation, general inductive model, general deductive model, and a laboratory activity. After each presentation, each student received three types of feedback: informal verbal from peers; formal written from course instructor; and videotape. Students' self critiques and questionnaires were collected as data. The qualitative analysis of data yielded a total of 12 categories of concerns for self and students. The subjects viewed planning as a two component process: the physical act of writing a lesson plan, and the subsequent mental rehearsal of that plan. The study found a transition state of focus among the subjects from "concerns for self" to "concerns for students." Several implications for science teacher education were discussed. (YP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01