The Profession of Teaching English and the Training of Persons for That Profession.

Autor/in	Findlen, George L.
Titel	The Profession of Teaching English and the Training of Persons for That Profession.
Quelle	(1976), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College Faculty; Content Analysis; Educational Needs; Educational Research; Educational Theories; English Education; Higher Education; Professional Training; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Fakultät; Inhaltsanalyse; Educational need; Bildungsbedarf; Bildungsforschung; Pädagogische Forschung; Educational theory; Theory of education; Bildungstheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufliche Fachbildung; Berufliche Fortbildung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study compared the techniques used by college English teachers in their classrooms with the comments of subject experts concerning the value of these methods. In order to assess the frequency of teachers' use of specific techniques, a job analysis questionnaire consisting of 29 items was given to 15 faculty members and 15 doctoral students in English at two Indiana institutions of higher learning. A content analysis was then performed on sources gathered from a series of bibliographies on the teaching of college English, published by the National Council of Teachers of English, and from a computer search of relevant documents and journal articles indexed by the Educational Resources Information Center. A total of 387 recommendations were recorded and categorized according to four areas: planning instruction, executing instruction, evaluating instruction, and meeting students. The author concludes that the use of job analyses can form the basis for future teacher preparation; the use of content analyses of materials concerning educational theory can establish philosophical consensus. (KS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01