A Study of the Effects Upon the Teaching Effectiveness of English Teachers of the Organization of the Literature Component of Teacher-Training Curricula. Interim Report.

Autor/in	Peterson, Erling W.
Institution	Illinois State-Wide Curriculum Study Center in the Preparation of Secondary English Teachers, Urbana.
Titel	A Study of the Effects Upon the Teaching Effectiveness of English Teachers of the Organization of the Literature Component of Teacher-Training Curricula. Interim Report.
Quelle	(1969), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Course Content; Course Evaluation; Course Organization; Curriculum Evaluation; English Curriculum; English Education; English Instruction; Literary Genres; Literary History; Literature; Literature Programs; Reputation; Secondary Education; Teacher Education; Teaching Methods; Teaching Models; Teaching Skills + Suchen Sie Ihr Suchwort? Kursprogramm; Course organisation; Kurskonzept; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; English langauage lessons; Englischunterricht; Literarische Form; Literaturgeschichte; Literatur; Sekundarbereich; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This ISCPET study set out to determine the effect that various approaches to teaching literature to prospective high school English teachers might have on their literary knowledge and later teaching competencies. The curricular patterns used to teach literature at three colleges--survey approach (University of Illinois), author and historical period approach (Bradley University), and genre approach (North Central College)--were compared with the teaching competencies of a group of first-year graduates, from each of the schools, who were teaching secondary school literature. No definitive statistical evidence was produced to indicate that any one of the three approaches was superior in conveying literary knowledge. Some significant statistical support was found, however, for the contention that, for developing teaching competencies as judged by secondary school department chairmen and critic teachers, a genre approach to teaching literature proved more effective in preparing students to teach literature than did the historical period or survey approaches. (Author/JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC