Literaturnachweis - Detailanzeige
Autor/inn/en | Lasley, Thomas J.; und weitere |
---|---|
Titel | Nonexamples: Why Teachers Don't Use Them and Why Teacher Educators Should. |
Quelle | In: Mid-Western Educational Researcher, 4 (1991) 3, S.2-6 |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
Schlagwörter | Concept Teaching; Higher Education; Methods Courses; Methods Research; Preservice Teacher Education; Student Teachers; Teaching Methods; Theory Practice Relationship; Transfer of Training Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Methodenforschung; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Training; Transfer; Ausbildung |
Abstract | Interviews and observations of student teachers revealed that they rarely used nonexamples to explain concepts, had little exposure to instructional materials using nonexamples, and relied primarily on familiar methods from their own student experience. More intense modeling and practice regimens are needed to ensure acquisition of unfamiliar teaching methods. (SV) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |