Literaturnachweis - Detailanzeige
| Autor/in | Guskey, Thomas R. |
|---|---|
| Titel | The Influence of Change in Instructional Effectiveness upon the Affective Characteristics of Teachers. |
| Quelle | (1982), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Academic Achievement; Affective Objectives; Attitude Change; Inservice Teacher Education; Instructional Improvement; Mastery Learning; Program Effectiveness; Secondary Education; Self Esteem; Teacher Attitudes; Teacher Characteristics; Teacher Effectiveness; Teacher Responsibility |
| Abstract | The influence of positive change in instructional effectiveness upon several affective characteristics of teachers was investigated. The focus of the study was upon the influence this change in effectiveness might have upon measures of teachers' feelings of responsibility for student achievement, feelings toward teaching, and teachers' self-concept. Fifty-two secondary school teachers participated in a workshop on mastery learning techniques. They agreed to teach two classes in the same subject area and grade level during the school term following their training. One of these classes was to be taught using mastery learning (mastery group), the other to be taught by whatever methods the teacher typically employed (control group). Before the workshop sessions, the teachers were given a three-part questionnaire on their feelings of responsibility for student achievement, their feelings toward teaching, and their confidence in their teaching ability. Following the school term, the teachers were again tested, and the achievements of their mastery and control students were evaluated. A high percentage of the teachers were found to have experienced positive change in their instructional effectiveness through mastery teaching. An analysis of results indicated that, as the teachers became more effective in their teaching, they tended to accept greater responsibility for the learning outcomes of their students and to like teaching much more but, at the same time, expressed diminished confidence in their teaching abilities. In post-testing, the teachers who chose not to use the mastery techniques expressed increased confidence in their teaching but revealed increasingly negative feelings about teaching. The implications of this study for inservice education are discussed. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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