A Change in Perceptions of Graduate Students with Regard to Teaching as an Art or a Science.

Autor/in	Gee, Jerry Brooksher
Titel	A Change in Perceptions of Graduate Students with Regard to Teaching as an Art or a Science.
Quelle	(1993), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Attitude Change; Education Majors; Educational Philosophy; Graduate Students; Higher Education; Methods Courses; Microteaching; Preservice Teacher Education; Secondary Education; Student Attitudes; Teacher Characteristics; Teacher Effectiveness; Teaching (Occupation) + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Bildungsphilosophie; Erziehungsphilosophie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Methodisch-didaktische Anleitung; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching; Lehrberuf
Abstract	Open discussion and a Likert-type scale (Characteristics of Effective Teaching) were used with 38 graduate students enrolled in an advanced methods class in secondary school subjects, to determine their perceptions of the characteristics of effective teaching and whether teaching is an art or a science. A survey completed at the beginning of the semester by 35 students revealed that 20 percent perceived teaching to be an art, 23 percent viewed teaching as a science, and 57 percent felt that teaching was a combination, with a slight emphasis toward a science. Responses of 30 students at the conclusion of the semester revealed that 13 percent perceived teaching to be an art, 7 percent viewed teaching as a science, and the remaining 80 percent felt that teaching was a combination of both, with a slight emphasis toward an art. There were no significant differences in students' perceptions in the beginning and end of the semester regarding the characteristics of effective teaching. There were also no significant differences in responses to a statement concerning the effectiveness of microteaching to improve instruction. The Likert-type scale used in the study is appended. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01