Conceptual Level and the Hearing-Impaired Preservice Teacher.

Autor/in	Martin, David S.
Titel	Conceptual Level and the Hearing-Impaired Preservice Teacher.
Quelle	(1986), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Abstract Reasoning; Cognitive Processes; Cognitive Style; Hearing Impairments; Higher Education; Preservice Teacher Education; Student Teachers; Teacher Behavior + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Cognitive process; Kognitiver Prozess; Cognitive styles; Kognitiver Stil; Hearing impairment; Hörbehinderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teacher behaviour; Lehrerverhalten
Abstract	A pilot study investigated the conceptual level of hearing-impaired preservice teachers as they experienced practicum work with hearing pupils. Eight hearing-impaired student teachers from the Gallaudet College undergraduate teacher education program were videotaped on two different occasions as they taught hearing pupils in public schools during a full-time practicum. Within 24 hours of the videotaping, a stiumulated-recall method was used to elicit student teachers' reasons for following certain classroom procedures. Categorized responses were then analyzed according to conceptual level (Grimmett, 1984). Results indicated: (1) a clear growth in abstract reasoning from subjects' pre-student teaching period (Spring 1984) to the time following their completion of this hearing-world practicum (Spring 1985); (2) 54%% of the responses to interview questions on the first videotape were at a high (Level IV) conceptual level; (3) no real change in the percentage of high conceptual level responses to interview questions was found between the first and second videotaping; and (4) degree of hearing loss appears to have no relationship to the conceptual level of hearing-impaired student teachers' responses to interview questions about the reasoning behind their classroom actions. A five-page bibliography concludes the document. (Author/AA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC