Literaturnachweis - Detailanzeige
| Autor/in | Amidon, Edmund |
|---|---|
| Titel | Interaction Analysis and Microteaching Skill Development in Teaching. |
| Quelle | (1969), (26 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Feedback; Interaction Process Analysis; Microteaching; Models; Skits; Student Teacher Relationship; Teacher Behavior; Teacher Education; Teaching Skills; Training Methods; Verbal Communication; Flanders System of Interaction Analysis |
| Abstract | This paper presents a training model, Skill Development in Teaching (SKIT), designed for use in improvement programs for inservice teachers and in teacher education programs for preservice trainees. An introductory section notes the early use of Flanders' interaction analysis as a feedback tool for teachers, outlines a 1962 model in which it was used in the Temple University Laboratory on Teacher Role Behavior, and pinpoints a 1966 workshop on interaction analysis, nonverbal analysis, and microteaching as the genesis for the SKIT model, which combines all three techniques. The five steps in the SKIT model are described: (1) statement of behavioral objectives in terms of the specific teaching skill to be developed; (2) skill sessions in which the participant playing the role of the teacher practices the classroom behavior in a microteaching context; (3) data collection (via category systems for both verbal and nonverbal interaction, video- or audiotape recordings of the microlesson, and perceptions of the student participants and of the supervisor); (4) feedback session for examining data; and (5) followup practice. An expansion of the 10-category interaction analysis system is presented which includes 29 subcategories to provide for examination of certain behaviors in greater detail. Several considerations relevant to the model's effectiveness are then discussed, e.g., teacher motivation, supervisor qualifications, advantages. (JS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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