Assessing the Relationship between Reflective Practice, Content Knowledge, and Teaching Effectiveness of Student Teachers.

Autor/inn/en	Hill, Flo H.; und weitere
Titel	Assessing the Relationship between Reflective Practice, Content Knowledge, and Teaching Effectiveness of Student Teachers.
Quelle	(1991), (93 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 3; Higher Education; Knowledge Level; Learning Processes; Lesson Observation Criteria; Preservice Teacher Education; Primary Education; Student Teacher Attitudes; Student Teacher Evaluation; Student Teaching; Teacher Effectiveness; Teaching Skills; Units of Study + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Learning process; Lernprozess; Unterrichtsmitschau; Lehramtsstudiengang; Lehrerausbildung; Primarbereich; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lerneinheit
Abstract	This study was conducted in order to determine the kinds of knowledge third grade teachers need to teach an effective unit and to determine the relationship between content knowledge and classroom performance. The research focused on the subject matter areas in which three student teachers believed they were most and least confident. Data for this study consisted of written comprehensive unit plans, classroom observations, and transcribed interviews collected over a 4-month period during the student teaching experience. The study compared one student teacher knowledgeable in science and social studies, who could use education coursework to tie together content knowledge and pedagogy, and two student teachers with little knowledge of the topics and concepts they were to teach in physical education, art, and social studies. The results of the study suggest that an informed knowledge of student teachers' abilities in planning and teaching can result in preservice training wherein students are helped to: (1) integrate content knowledge and content specific pedagogical skills; (2) identify critical concepts and principles within the content; (3) see the relationships among the elements; and (4) apply this learning in a school setting. Fifty pages of tables, a list of 28 references, and appendixes containing the "System for Teaching and Learning Assessment and Review" and interview questions are included. (LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC