A Faculty Self-Study Group Approach to Improving Instruction Quality.

Autor/in	Blumenthal, Pat
Titel	A Faculty Self-Study Group Approach to Improving Instruction Quality.
Quelle	(1977), (7 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Faculty; Feedback; Group Dynamics; Higher Education; Microteaching; Modeling (Psychology); Professional Continuing Education; Program Descriptions; Self Help Programs; Teacher Effectiveness; Teaching Methods; Videotape Recordings + Suchen Sie Ihr Suchwort? Fakultät; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Modeling; Modelling; Modellierung; Berufsfeldbezogener Unterricht; Weiterbildung; Self help programmes; Selbsthilfebewegung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This faculty project development had three main objectives: (1) to enable faculty to observe and evaluate their own behavior in the classroom; (2) to provide each faculty member with feedback from peers in a non-evaluative setting; and (3) to allow faculty to observe other teachers in action, to learn alternative teaching styles and to discuss their impact on students. The group was composed primarily of junior faculty in psychology. Each week, one member presented a videotape made in his classroom. The group's attention was focused on both verbal and non-verbal behaviors. The approach to evaluation was informal. Principles of role modeling, feedback, and group process were utilized. All group members felt that their participation had been beneficial, and that stated objectives had been met. In follow-up interviews, participants reported that they had: (1) developed a repertoire of alternative teaching methods; (2) implemented changes in teaching behavior; (3) continued using videotape for self-evaluation; and (4) engaged in more discussion about teaching with peers, and encouraged informal classroom visitation. The Self-Study Group appears to be a valuable model for faculty development, whereby psychology teachers can utilize their own resources for improvement without additional institutional support. (Author/JLL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC