An Evaluation of Selected Components of Micro-Teaching Practice in Teacher Education at the University of Illinois at Urbana-Champaign
Jerich, Kenneth Frank
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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
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).
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