A Comparison of Observed Teaching Behavior of Oral Language Program Trained and Conventionally Trained Preservice Reading Teachers: A Formative Evaluation.

Autor/in	Kniefel, David R.
Titel	A Comparison of Observed Teaching Behavior of Oral Language Program Trained and Conventionally Trained Preservice Reading Teachers: A Formative Evaluation.
Quelle	(1972), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Patterns; Classification; Cognitive Ability; Comparative Analysis; Educational Programs; Oral English; Preservice Teacher Education; Psychomotor Skills; Social Behavior; Teacher Behavior; Teacher Evaluation; Teaching Methods; Testing; Tests; Videotape Recordings + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Denkfähigkeit; Lehramtsstudiengang; Lehrerausbildung; Psychomotorische Aktivität; Social behaviour; Soziales Verhalten; Teacher behaviour; Lehrerverhalten; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen; Examination; Prüfung; Examen
Abstract	The purpose of this study was to provide a descriptive comparison of the teaching behaviors exhibited by preservice teachers trained in an experimental program (utilizing an Oral Language Program) and preservice teachers trained in a conventional program. Three dimensions of teacher behavior were compared: cognitive, behavior management, and motor behaviors. Two test teaching situations were employed. One group of students from the Oral Language Program (OLP) trained group taught an OLP lesson and another group of OLP trained students taught a teacher-prepared lesson and an OLP lesson, respectively. The videotaped test teaching situations were observed by trained observers utilizing the Spaulding Teacher Activity Rating Scale (STARS) and the Motor Behavior Descriptive Categories (MBDC) developed by the researcher. Conclusions include: (1) OLP trained teachers exhibit similar patterns of behavior between teacher-prepared lessons and OLP lessons on the three dimensions of behavior observed; (2) Conventionally trained teachers exhibit consistent patterns of behavior on the cognitive and motor dimensions of behavior on the cognitive and motor dimensions of behavior between teacher-prepared and OLP lessons; and (3) OLP and conventionally trained teachers exhibit similar patterns of behavior on the cognitive and motor behavior dimension when teaching OLP lessons, but the patterns are significantly dissimilar on the behavior management dimension. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC