The Effect upon the Behavior and Attitudes of Student Teachers of Training Cooperating Teachers and Student Teachers in the Use of Interaction Analysis as a Classroom Observational Technique.

Autor/in	Amidon, Edmund
Institution	Temple Univ., Philadelphia, PA. Coll. of Education.
Titel	The Effect upon the Behavior and Attitudes of Student Teachers of Training Cooperating Teachers and Student Teachers in the Use of Interaction Analysis as a Classroom Observational Technique.
Quelle	(1967), (397 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Variance; Cooperating Teachers; Course Content; Curriculum Research; Interaction Process Analysis; Rating Scales; Secondary School Teachers; Student Teacher Relationship; Student Teaching; Teacher Education Curriculum; Teacher Evaluation; Teaching Methods; Verbal Communication; Flanders System of Interaction Analysis + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Kursprogramm; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Prozessanalyse; Rating-Skala; Teaching practice; Unterrichtspraxis; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In a 2 1/2-year study of the application of interaction analysis (a method of classroom observation) to preservice teacher education, approximately 40 secondary student teachers were involved in an experiment during each of 3 semesters. A 2 by 2 factorial design made it possible to test the influence of 2 independent variables (student teacher training in interaction analysis or learning theory, and cooperating teacher training in interaction analysis or learning theory) upon the dependent variables; attitudes, teaching effectiveness, teaching patterns, and pupil perception of student teachers. Volunteer cooperating teachers were randomly assigned to the 4 randomized groups of student teachers. Twelve hypotheses were tested by analysis of variance, but only one was accepted: student teachers taught interaction analysis are more indirect, accepting, and supportive in working with pupils than those not so taught. There is some evidence that their pupils perceive the indirectness. They were not, however, rated as more effective teachers or as having more positive attitudes toward teaching. The results indicated no systematic effect of the training of cooperating teachers. Included are 76 statistical tables, a 79-item bibliography, and a 232-page appendix of skill sessions and materials used in experimental courses, individual teacher data and summary matrices, and instruments used in the study. (JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC