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|Title:||Techniques for Facilitating the Generalization of Teaching Skills From Microteaching to Classroom Settings|
|Author(s):||Hallau, Margaret Gardner|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training|
|Abstract:||The effect of variations in microteaching and supervision on the generalization of teaching skills from laboratory to classroom settings was investigated with eight masters level teacher trainees. After reading materials about the skill, they received training on expanding utterances and asking questions during microteaching. The variations in microteaching were reteaching the same example or a different example during the reteach phase. Variations in supervision were either receiving feedback from a training program supervisor or comparing one's own performance to criteria. For each skill, both microteaching conditions were completed prior to the beginning of supervisory conditions. All conditions were completed before the second skill, viewed as a replication of the first, was begun.
The trainees were randomly assigned to the first microteaching and supervision conditions and then rotated to the second condition according to a treatment by subject design which minimized the effects of the order of receiving the treatments. Observers recorded the rate at which the trainees demonstrated the skills in the classrooms, with interobserver reliabilities of at least .85.
Descriptive analyses of the results showed that six of the eight trainees showed overall gains from baseline to postsupervision observations for language expansion skills and five for questioning skills. Further analysis of the rates for language expansion were performed on low frequency subskills. All trainees increased their rate of demonstration of low frequency skills from baseline to postsupervision. Analyses of the variances of both language expansion and questioning skills revealed no significant differences. Examination of the data for individual trainees, however, revealed that the optimal combination for producing change seemed to be reading the materials, reteaching different lessons, and comparing one's own performance to criteria. The results suggest that teacher preparation programs should continue to develop alternative, flexible components. In addition, self-supervision can be an effective technique for some teaching skills.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982.
|Date Available in IDEALS:||2014-12-15|