A Comparison by Education Majors of Instruction in a Demonstration Classroom to Teaching in the Schools.

Autor/in	Gee, Jerry Brooksher
Titel	A Comparison by Education Majors of Instruction in a Demonstration Classroom to Teaching in the Schools.
Quelle	(1999), (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Demonstrations (Educational); Educational Environment; Elementary Secondary Education; Higher Education; Preservice Teacher Education; Student Teacher Attitudes; Student Teachers; Student Teaching; Teaching Experience + Suchen Sie Ihr Suchwort? Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Teaching practice; Unterrichtspraxis
Abstract	This study surveyed undergraduates involved in micro-teaching in two settings to identify what they considered strengths and weaknesses and to ascertain degrees to which they believed these strengths and weaknesses existed. Students enrolled in 300-level methodology classes recorded strengths and weaknesses in their micro-teaching experience within a demonstration classroom and within classrooms in the school settings to improve teaching techniques. These strengths and weaknesses were then put into objective statements. Students statistically measured degrees to which these strengths and weaknesses were believed to exist and compared the data. Results indicated perceived strengths and weaknesses which, when measured, revealed emphases not readily apparent. The factors present in both settings were similar, but they differed significantly regarding emphases. Twelve statements were measured using a Likert-type scale. The fact that an evaluator/assessor does not need to be present in demonstration classrooms as opposed to teaching in schools ranked first in priority. The second ranked factor was that in demonstration classrooms, it is possible to observe students whom one will be teaching prior to the lesson to determine the various teaching styles needed. Comparison of the two teaching environments revealed heavily weighted strengths in favor of using demonstration classrooms to improve teaching techniques. Teaching in schools was viewed only as being a more realistic teaching experience. (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01