The Effects of the Acquisition of a Values Clarification Questioning Strategy on Subsequent Teacher and Student Process Variables Within a Microteach-Reteach Sequence.

Autor/in	Stahl, Robert J.
Titel	The Effects of the Acquisition of a Values Clarification Questioning Strategy on Subsequent Teacher and Student Process Variables Within a Microteach-Reteach Sequence.
Quelle	(1976), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Higher Education; Inquiry; Microteaching; Preservice Teacher Education; Questioning Techniques; Social Studies; Student Teachers; Students; Teaching Methods; Values Clarification + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Befragungstechnik; Fragetechnik; Gemeinschaftskunde; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Student; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Wertbewusstsein
Abstract	This study determined whether preservice social studies teachers, who received training specifically designed to help them learn to recognize and write four types of questions associated with eliciting student values clarification statements, would elicit and permit more of these desired student verbal behaviors than preservice teachers who had not received training in the four types of questions. Twenty-six preservice teachers taught microlessons in social studies to eighth grade students; data were collected using three observation instruments and were analyzed using the covariance technique. Students of teachers who received training in values clarification questioning behaviors did use significantly more statements associated with this instructional objective. The experimental teachers achieved their values clarification objectives without a decrease in the level of student subject-centered behaviors. The experimental teachers also used significantly more probing moves but did not differ in their use of other technical teaching behaviors known to be positive correlates of student process and product variables. (Author/RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01