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|Title:||Some Effects of Microteaching, Cooperating Teachers, University Supervisors, and Discussion Style Upon Classroom Teaching During Student Teaching|
|Author(s):||Howdyshell, Judy Ann Bussard|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Teacher Training|
|Abstract:||The purpose of this study was to examine the assumption that microteaching is an effective method of increasing the range of behaviors employed by teachers in their classrooms after training is completed. The teaching behaviors of interest to this study were certain discussion skills taught and practiced during the microteaching experience. Degree of achievement of the discussion skills during the microteaching and the nature of instruction in these skills during student teaching were seen as intervening variables.
A population of 22 student teachers, their cooperating teachers, their university supervisors, and their microteaching supervisors participated in this study. The subjects taught in the specialties of science, English, and social studies.
The student teachers audio recorded two of their classroom discussions while student teaching, responded to an interview and questionnaire, and evaluated their cooperating teachers and university supervisors on a high-inference scale.
Data collected from the audio tapes were analyzed for frequency of use of the discussion skills. From this analysis, the following results were found: 95% of the lessons employed structuring devices; combining clarifying and justifying questions with probing questions, 56% of the identified student teacher behaviors were probing questions; the majority (77%) of the lessons were directed discussions; and 77% of the lessons employed summaries and/or conclusions.
"Sum of discussion techniques as a proportion of lesson time" was the dependent variable for the multiple regression analysis procedures which were used to determine the value of the intervening variables for predicting the use of the discussion behaviors.
The findings support the following conclusions: (1) When student teachers led classroom discussions, the techniques practiced in the microteaching laboratory transferred to that environment. (2) The majority of the student teachers led directed discussions, with student teachers in social studies leading some exploratory and reflective discussions. (3) For student teachers of English, the behaviors of the cooperating teachers was significantly related to discussion usage. (4) For student teachers of English, the evaluation by the microteaching supervisors was significantly related to discussion usage. (5) For student teachers of English, interpersonal relationships with university supervisors were significantly related to discussion usage.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1986.
|Date Available in IDEALS:||2014-12-15|