ERIC Number: ED167629
Record Type: RIE
Publication Date: 1978-Mar-31
Reference Count: 0
An Analysis of Explicit Evaluative Discourse in Supervisor-Teacher Micro-teaching Conferences.
Diamond, Nancy A.
Videotaped recordings of supervisor-teacher micro-teaching playback sessions were used to identify evaluative discourse. Fifteen student teachers discussed a 10-30 minute lesson they had just taught to college freshmen, with graduate student supervisors. Supervisors and student teachers evaluated lesson topics such as teacher questions, content, lesson goals, methods, materials, and nonverbal behavior, with adjectives--good, bad, important; or with prescriptions--should, ought. The evaluation was then classified according to a variety of constructs including: components of the Smith valuing model; valence (positive, negative, neutral); initiator; and justification. The analysis indicated the following: (1) evaluations were unaccompanied by rules or standards for judging the effectiveness of teaching interactions; (2) three-fourths of the evaluations were positive, but they failed to indicate both strengths and weaknesses; (3) teachers made more negative evaluations than supervisors; and (4) evaluative talk was characterized by a narrow topic range, restricted support, and vague focus. (Author/CP)
Descriptors: Discourse Analysis, Feedback, Higher Education, Microteaching, Preservice Teacher Education, Program Descriptions, Self Evaluation, Student Teacher Relationship, Student Teacher Supervisors, Student Teachers, Teacher Evaluation, Teaching Methods, Videotape Recordings
Office of Instructional Resources, University of Illinois, 205 S. Goodwin Street, Urbana, Illinois 61801 ($2.10)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (62nd, Toronto, Ontario, Canada, March 27-31, 978); Best copy available