Faculty Publications

Document Type

Article

Publication Date

8-25-1967

Keywords

Comparative Analysis, Elementary School Teachers, Feedback, Microteaching, Preservice Teacher Education, Rating Scales, Student Teaching, Teacher Evaluation, Teacher Interns, Videotape Recordings

Disciplines

Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education

Abstract

To extend previous research findings on the effectiveness of microteaching techniques, all 40 candidates in the 1967 San Jose State College summer elementary intern teaching program were randomly divided into 2 groups. f3oth groups had the same program except that 1 participated in an oft-campus observation and teaching program; the other participated in an on-campus microteaching program. Five-minute pre- and post-summer lesson excerpts were video tape-recorded for each of the candidates. These were judged independently by each member of 2 independent teams of trained evaluators using the Stanford Teacher Competence Appraisal Guide and the Instrument for the Observation of Teaching Activities.. A similar field follow-up assessment was made of each intern teacher in the fall and spring. No significant differences between the 2 groups appeared at the end of the summer or developed in the assessments during the school year, indicating that a microteaching program, while saving time for staff and interns (807 in this study), can be just as effective as a regular student teaching program. Judges' findings were found to be moderately but significantly correlated with some exception. Included are 4 statistical data tables, the rating measures used (14 pages), a description of the microteaching program, and a 29-item bibliography. (JS)

Comments

Bureau No. BR-6-1303. Also available via the ERIC database: https://eric.ed.gov/?q=ED021776&id=ED021776

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