Literaturnachweis - Detailanzeige
| Autor/inn/en | Acheson, Keith A.; und weitere |
|---|---|
| Institution | Oregon Univ., Eugene. |
| Titel | The Effects of Two Microteaching Variations: Written Versus Videotape Modeling and Audiotape Versus Videotape Feedback. |
| Quelle | (1974), (95 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Audiotape Recordings; Comparative Analysis; Feedback; Microteaching; Models; Questioning Techniques; Student Teaching; Videotape Recordings; Writing (Composition) |
| Abstract | An experiment was performed to compare the relative effectiveness of two microteaching procedures. In the low-cost treatment, student teachers received training in higher cognitive questioning skills by means of written modeling procedures (Subjects read transcripts of videotape model lessons) and audiotape feedback after each microteaching session. The comparison group viewed videotape models and received videotape feedback. Comparisons of pre- and post-training tapes of teaching performance indicate that the variations are of equal effectiveness in increasing teachers' use of higher cognitive questions (average increase, from 35 percent to 57 percent) and length of student responses elicited by their questions. The document is divided into four sections: summary; general descriptions; literature reviews; and specific description of the videotape minicourse versus questioning strategies course using reading and discussion. (Author/JA) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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