Teacher Performance Follow-up from Large Group Training: A Pilot Study.

Autor/inn/en	Askvig, Brent A.; Coonts, Teresa; Haarstad, Cathy
Titel	Teacher Performance Follow-up from Large Group Training: A Pilot Study.
Quelle	(1999), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Deaf Blind; Early Childhood Education; Faculty Development; Inservice Teacher Education; Knowledge Base for Teaching; Severe Disabilities; Special Education Teachers; Teacher Competencies; Teacher Improvement + Suchen Sie Ihr Suchwort? Mehrfach Behinderter; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerfortbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Severe disability; Schwerbehinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrkunst
Abstract	Teacher inservice training is critical to the continual development of effective classroom instruction. Professionals who consistently improve their instruction positively impact student performance. Many inservice training sessions use formats that are not conducive to effective adult learning. Good training uses flexible formats, job-applicable content, individualized learner outcomes, and small group instruction. However, most workshops are run in large groups and allow little flexibility in format or learner outcomes. An exception to that may be the INSITE training model (SKI*HI Institute, 1989). This pilot study examined the impact of the INSITE training model on the knowledge and skill development, actual job performance, and satisfaction of two preschool teachers of children with multiple disabilities and deafblindness. The questionnaire data, videotape reviews, and interview results suggest that the INSITE model may bring about some positive changes in teacher performance. Three appendixes present INSITE self-evaluation forms, a videotape review sheet, and interview questions. (Author/SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC