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AutorenAMIDON, EDMUND; SIMON, ANITA
TitelIMPLICATIONS FOR TEACHER EDUCATION OF INTERACTION ANALYSIS RESEARCH IN STUDENT TEACHING.
Quelle(1965), (14 Seiten)
PDF als Volltext    Verfügbarkeit 
Dokumenttypgedruckt; online; Monographie
SchlagwörterClassroom Techniques; Feedback; Interaction Process Analysis; Methods Courses; Questionnaires; Student Teaching; Teacher Evaluation; Teacher Supervision; Verbal Communication; Illinois (Chicago)
AbstractTO DETERMINE THE EXTENT OF USE OF INTERACTION ANALYSIS, MORE THAN 400 QUESTIONNAIRES WERE SENT TO PROFESSIONAL EDUCATORS. OF 186 RETURNS (46 PERCENT), 85 WERE UNANSWERED BECAUSE OF UNFAMILIARITY WITH THE METHOD. OF THE REMAINING 101, 69 COLLEGE TEACHERS, PRINCIPALS, SUPERVISORS, AND ELEMENTARY AND SECONDARY TEACHERS STATED THAT THEY HAD HAD LIMITED EXPERIENCE WITH IT, 18 COLLEGE FACULTY MEMBERS SAID THEY WERE USING THE TECHNIQUE IN PROGRAMS WITH STUDENT TEACHERS, EIGHT RESPONDENTS WERE USING IT TO DO RESEARCH ON TEACHING, AND SIX WERE USING IT BOTH FOR TRAINING STUDENT TEACHERS AND FOR RESEARCH ON TEACHING BEHAVIOR. RESPONDENTS CITED STRENGTHS AND WEAKNESSES OF THE SYSTEM WITH REGARD TO THE TRAINING OF OBSERVERS, THE ADEQUACY OF THE CATEGORIES USED, AND THE REACTIONS OF THOSE LEARNING THE SYSTEM. MAJOR WEAKNESSES WERE FELT TO BE THE USE OF A NUMBER TO REPRESENT A TEACHING BEHAVIOR, AND THE (TO SOME) THREATENING PROSPECT OF HAVING TO ANALYZE ONE'S OWN TEACHING BEHAVIOR. MAJOR STRENGTHS WERE ADDED INSIGHTS AND THE OPERATIONALIZING OF METHODS AND THEORY. SOME OF THE AUTHORS' EXPERIENCES AT TEMPLE UNIVERSITY ARE PRESENTED WITH EMPHASIS ON STUDENTS' MORE FAVORABLE REACTION TO INTERACTION ANALYSIS THAN TO A LEARNING THEORY COURSE. GUIDELINES FOR USING INTERACTION ANALYSIS ARE PRESENTED, AND SOME OF THE SCHOOLS USING THE TECHNIQUE ARE NAMED. THIS PAPER WAS PRESENTED TO THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION, CHICAGO, FEBRUARY 1965). (LC)
Erfasst vonERIC (Education Resources Information Center), Washington, DC
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