An Evaluation of Selected Components of Micro-Teaching Practice in Teacher Education at the University of Illinois at Urbana-Champaign
Jerich, Kenneth Frank
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/69122
Description
Title
An Evaluation of Selected Components of Micro-Teaching Practice in Teacher Education at the University of Illinois at Urbana-Champaign
Author(s)
Jerich, Kenneth Frank
Issue Date
1987
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Date of Ingest
2014-12-15T18:51:25Z
Keyword(s)
Education, Teacher Training
Abstract
The purpose of this study was to identify the strengths and weaknesses of the components of the general methods course, Micro-teaching: Practice in Teaching Techniques (Secondary Education 239) at the University of Illinois at Urbana-Champaign.
The components under investigation were (a) classroom instruction, (b) laboratory pre-conference, (c) laboratory teaching practice, and (d) laboratory post-conferences. Strengths and weaknesses of the program were discerned through an analysis of the extent to which pre-service teachers perceived the four components of the general methods course contributed to their understandings of two complementary clusters of teaching strategies: teacher-centered approaches and learner-centered approaches. The criterion variable of interest was that of "impact" and was assessed through the use of a self assessment questionnaire and a structured interview.
The sample involved 88 secondary education teacher education candidates enrolled in the course. The study was carried out during the fall semester of 1985 (n = 42) and spring semester of 1986 (n = 46).
The classroom instruction component had a greater impact on acquiring the goals of the teacher-centered teaching strategies than the goals of the learner-centered teaching strategies. In the laboratory pre-conference; the laboratory teaching practice; and, the laboratory post-conference components, there were no significant differences in impact between the teacher- and learner-centered teaching strategies.
Recommendations included: (a) academic learning time, (i.e., the faculty should review time allotments within the classroom component to ensure that important topics receive proper emphasis); (b) transfer, (i.e., the data suggest that the 30-minute laboratory pre-conference sessions play a critical role in the teaching-learning processes of the course, and must be maintained in the model); (c) learning by doing, (i.e., the scale and the scope of the simulation, as practiced currently, involving twelve 20-minute micro-lessons, seem appropriate for the goals of the course); and (d) supervisory behavioral style, (i.e., a majority of pre-service teachers attributed the efficacy of the post-conference component (30-minute sessions) to a clinical supervisory style and were convinced that it contributed to their understandings of the teaching strategies).
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
