Transferring Reflective Thought Used by Experienced Special Educators with Student Teachers.

Autor/inn/en	Stough, Laura M.; Palmer, Douglas J.
Titel	Transferring Reflective Thought Used by Experienced Special Educators with Student Teachers.
Quelle	(2000), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Elementary Secondary Education; Evaluation Methods; Higher Education; Knowledge Level; Modeling (Psychology); Preservice Teacher Education; Recall (Psychology); Reflective Teaching; Special Education Teachers; Student Behavior; Student Characteristics; Student Teacher Attitudes; Student Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Modeling; Modelling; Modellierung; Lehramtsstudiengang; Lehrerausbildung; Abberufung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examined the effects of using expert models on the reflective thought of preservice special educators during classroom instruction. Nonintervention students completed seminars emphasizing Stalling's Active Teaching and Learning and Learning to Teach in Inner City Schools and the Diverse Populations curriculum. The seminars included discussions around students' classroom experiences. Intervention students participated in those seminars, then completed eight seminars on: classroom management, student characteristics, teacher knowledge, monitoring behavior and academics, student knowledge and learning, instructional strategies, student behavior and behavioral strategies, and instructional assessment. Each seminar included videotapes and audiotapes of expert teachers reflecting on instruction. Student teachers read weekly case studies describing expert teachers and offering quotes and examples of how teachers reflected upon the eight categories. Student teachers reflected on how each topic might influence their students and classrooms. Both groups were observed and videotaped twice while delivering instruction. A stimulated recall procedure obtained their reflections on the videotaped instructional sequence. Results found no notable between-group differences in the percentage of comments in each category. The largest category of comments for both groups was strategies, followed by student characteristics, then teachers' goals and expectations for students. (Contains 30 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC