Transfer and Adaptation to Swedish Teacher Training of Minicourse 1: Effective Questioning.

Autor/inn/en	Bredange, Gunlog; Tingsell, Jan-Gunnar
Titel	Transfer and Adaptation to Swedish Teacher Training of Minicourse 1: Effective Questioning.
Quelle	(1974), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; Higher Education; Inquiry; International Education; International Programs; Microteaching; Minicourses; Questioning Techniques; Student Participation; Student Teachers; Teacher Education; Teaching Methods; Teaching Skills + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Kurzlehrgang; Befragungstechnik; Fragetechnik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This report gives an account of the Swedish part of an international transfer project with the aim of adapting teacher training systems based on microteaching for use in member countries of the Organization for Economic Cooperation and Development. An American minicourse, "Effective Questioning," was adapted to and tested for Swedish teacher training. The course represented a method for skill training that aims at stimulating student participation, making students verbally active, having them use higher cognitive processes, and reducing the amount of teacher talk in favor of student participation. The testing of the minicourse took place during the autumn term in 1973 with 32 student teachers on their practice term. A control group of 10 student teachers was included. The hypotheses set forth to test the minicourse were: (1) that the minicourse skills would be used to a greater extent after the course, (2) that there would be no difference on the whole between pre- and post-recordings in the control group, and (3) that there would be no difference on the whole between student teachers at junior and middle levels in mastering the minicourse. Hypotheses two and three were confirmed. As for hypothesis one, there was an obvious change in more than half of the minicourse skills, while the rest of the skills in most cases showed tendencies in the expected direction. (Author/RC)
Anmerkungen	Pedagogiska Institutionen, Lararhogskolan i Goteberg, Ovre Husargatan 34, S-413 14 Goteborg (Free)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01