A Japanese COLT: Analyzing Teaching Performance in a Junior High School Practicum

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Autor/in	Mitsuo, Sadayuki
Titel	A Japanese COLT: Analyzing Teaching Performance in a Junior High School Practicum
Quelle	(2010), (368 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Temple University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1240-5238-0
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Video Technology; Feedback (Response); Preservice Teacher Education; Student Teachers; Practicums; Observation; Questionnaires; Teaching Skills; Test Construction; Cooperating Teachers; Check Lists; Protocol Materials; Japanese; Junior High Schools; Second Language Instruction; Student Teacher Attitudes; Student Teacher Evaluation; Student Teacher Supervisors; English (Second Language); Interrater Reliability + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Practicum; Praktikum; Praktika; Beobachtung; Fragebogen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Testaufbau; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Checkliste; Unterrichtsprotokoll; Japaner; Japanisch; Sekundarstufe I; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Interrater-Reliabilität
Abstract	The two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills ("The Teaching Skill Questionnaire"), a 60-minute videotape with a checklist ("The Japanese COLT"), and a 42-item questionnaire ("The Student Teachers' Videotaped Instruction"). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2017/4/10