The Influence of Research on Effective Instruction on Student Teachers' Thoughts and Behaviors.

Autor/inn/en	Discoll, Amy; und weitere
Titel	The Influence of Research on Effective Instruction on Student Teachers' Thoughts and Behaviors.
Quelle	(1986), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cooperating Teachers; Educational Research; Higher Education; Instructional Effectiveness; Preservice Teacher Education; Research Utilization; Seminars; Student Teacher Supervisors; Student Teachers; Teacher Effectiveness + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Bildungsforschung; Pädagogische Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Forschungsumsetzung; Seminar; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung
Abstract	This study investigated the impact of effective instruction research findings on the way student teachers think and talk about their teaching and the kinds of instructional strategies they demonstrate. The focus was on the influence of the cooperating teacher, the university supervisor, and weekly seminars. Twelve student teachers were divided into three groups. Group A students were placed with cooperating teachers who had studied research on effective instruction, attended weekly seminars on effective instruction research, and were guided by professors with an orientation toward effectiveness concepts. Group B students received similar treatment with somewhat different emphasis in seminars and supervisor orientation. Group C students acted as a control with neither cooperating teachers or seminars influenced by effective instruction research. Data was collected on information to verify treatment differences; student teacher instructional behaviors; and interviews on student teacher instructional thinking. Each are described in terms of collection and analysis procedures. Patterns found within the categories of demonstrated teaching behaviors were examined with respect to patterns in the way student teachers talked about their teaching. There was evidence in all three groups of the inclusion of effectiveness concepts in their vocabularies. It is suggested that effectiveness concepts are being disseminated through the schools in ways other than formal coursework and that effective teachers have been demonstrating the related behaviors without ever hearing about the research. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01