ERIC Number: ED036460
Record Type: RIE
Publication Date: 1969-Jul
Reference Count: 0
Preparing Beginning Teachers for Working with the Educationally Disadvantaged: A Continuing Study of the Influence on Student Teachers of a Training Program for Cooperating Teachers. Final Report.
Clayton, Thomas E.; And Others
A 2-year investigation attempted to ascertain whether summer workshop training of elementary teachers in the use of such feedback practices as Flanders' interaction analysis, video tape techniques, and other conceptual supervisory tools would produce measurable change in the instructional behavior of their student teachers as compared to student teachers working with nonworkshop trained teachers. Pre- and posttests included the Teaching Situation Reaction Test (TSRT); a Semantic Differential on concepts of aspects of teaching; and two administrations (Real and Ideal) of the Minnesota Student Attitude Inventory (MSAI). A team of trained observers observed each student teacher six times during the semester using Hough's 23- or 32-category Observation System for Instructional Analysis (OSIA). Results showed an increase of congruence between stated intent and instructional performance over the period of student teaching. Although the data were more suggestive than conclusive, there was slight evidence that for definable subgroups of student teachers, particular supervisory activities were related to the positive changes. (Implications are discussed, particularly with regard to the use of the instruments, and recommendations made about training designs and further research in the area. (Also included are behavioral objectives and activity descriptions for the workshops, copies of the instruments used, and a 28-item bibliography.) (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: New York State Education Dept., Albany. Div. of Research.
Authoring Institution: Syracuse Univ., NY. School of Education.
Identifiers: Minnesota Student Attitude Inventory; Teaching Situation Reaction Test