Literaturnachweis - Detailanzeige
| Autor/inn/en | Gliessman, David H.; Pugh, Richard C. |
|---|---|
| Titel | Conceptual Variables as Predictors of Change in Teaching Skills. |
| Quelle | (1989), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Concept Teaching; Literature Reviews; Microteaching; Protocol Materials; Teacher Behavior; Teacher Education; Teaching Experience; Teaching Methods; Teaching Skills |
| Abstract | This review of research literature about training in the skills of teaching indicates that change in skills can be brought about through different training methods, with different training populations, and in different training settings. This analysis of the literature was designed to assess the comparative contribution of a set of selected variables to gains in teaching skill. The variables were classified under three general categories: training variables, trainee variables, and setting variables. Of central interest in the review was the conceptual-observational instruction method of training. This instruction is based upon well-defined concepts that include the components of concept definition, exemplification, identification, and application. The favored medium was videotape or film. In over half of the studies reviewed, practice was provided in actually using the targeted skills of teaching. Feedback to the trainee on the use of the targeted skills was provided in almost all of the studies. The role of conceptual learning in the development of teaching skills is analyzed, and it is pointed out that training must result in understanding as a prerequisite to change in skill. It is also suggested that consistency of practice conditions is conducive to optimal skill acquisition. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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