Assumptions about Communication: Impact on Teaching and Teacher Preparation. Communication Theory and Instructional Theory. [and] The Goals of Communication Teacher Education: A University Perspective.

Autor/in	Friedrich, Gustav W.
Titel	Assumptions about Communication: Impact on Teaching and Teacher Preparation. Communication Theory and Instructional Theory. [and] The Goals of Communication Teacher Education: A University Perspective.
Quelle	(1983), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Communication (Thought Transfer); Course Content; Higher Education; Holistic Approach; Public Speaking; Skill Development; Speech Communication; Speech Curriculum; Speech Instruction; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Communication; thought; Kommunikation; Gedanke; Kursprogramm; Hochschulbildung; Hochschulsystem; Hochschulwesen; Holistischer Ansatz; Vortrag; Kompetenzentwicklung; Qualifikationsentwicklung; Speech training; Sprechübung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There are two philosophies concerning how teachers might best facilitate their students' acquisition of communication competence. The first, a skills-oriented philosophy, adopts a building-block approach to the acquisition of communication competence. Organizationally, a public speaking course might start with a unit on analyzing audience and occasion and proceed through such units as the selection of topics and purposes, the selection and support of main ideas, and so on. For each unit, students would be taught and evaluated in terms of component skills. Judgments about the success of the total effort would be reserved until the end of the semester. The second philosophy is a function-oriented approach. A public speaking course developed in this fashion would include numerous holistic public presentations. Within some taxonomy of function, the presentations would be sequenced to move from less difficult to more difficult. Success for each speech would be judged in terms of relative accomplishment of the specific task or function. Of these two approaches, the skills-oriented approach would be most useful if one subscribes to the view of communication as instrument for conveying knowledge, expressing feelings, changing attitudes, or directing action. If, however, communication is viewed as a transactional process by which individuals create and sustain the realities by which they live, a function-oriented approach would possess greater utility. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01