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|Title:||An Evaluation of Selected Components of Micro-Teaching Practice in Teacher Education at the University of Illinois at Urbana-Champaign|
|Author(s):||Jerich, Kenneth Frank|
|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 identify the strengths and weaknesses of the components of the general methods course, Micro-teaching: Practice in Teaching Techniques (Secondary Education 239) at the University of Illinois at Urbana-Champaign.
The components under investigation were (a) classroom instruction, (b) laboratory pre-conference, (c) laboratory teaching practice, and (d) laboratory post-conferences. Strengths and weaknesses of the program were discerned through an analysis of the extent to which pre-service teachers perceived the four components of the general methods course contributed to their understandings of two complementary clusters of teaching strategies: teacher-centered approaches and learner-centered approaches. The criterion variable of interest was that of "impact" and was assessed through the use of a self assessment questionnaire and a structured interview.
The sample involved 88 secondary education teacher education candidates enrolled in the course. The study was carried out during the fall semester of 1985 (n = 42) and spring semester of 1986 (n = 46).
The classroom instruction component had a greater impact on acquiring the goals of the teacher-centered teaching strategies than the goals of the learner-centered teaching strategies. In the laboratory pre-conference; the laboratory teaching practice; and, the laboratory post-conference components, there were no significant differences in impact between the teacher- and learner-centered teaching strategies.
Recommendations included: (a) academic learning time, (i.e., the faculty should review time allotments within the classroom component to ensure that important topics receive proper emphasis); (b) transfer, (i.e., the data suggest that the 30-minute laboratory pre-conference sessions play a critical role in the teaching-learning processes of the course, and must be maintained in the model); (c) learning by doing, (i.e., the scale and the scope of the simulation, as practiced currently, involving twelve 20-minute micro-lessons, seem appropriate for the goals of the course); and (d) supervisory behavioral style, (i.e., a majority of pre-service teachers attributed the efficacy of the post-conference component (30-minute sessions) to a clinical supervisory style and were convinced that it contributed to their understandings of the teaching strategies).
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1987.
|Date Available in IDEALS:||2014-12-15|