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ERIC Number: ED209210
Record Type: RIE
Publication Date: 1981-Apr
Pages: 12
Abstractor: N/A
Reference Count: 0
The Effectiveness of Two Strategies to Develop Selected Skills in Bilingual/Bicultural Teachers.
Segan, Frances
A training experiment was made with 40 bilingual/bicultural preservice teachers that compared the effectiveness of two teaching strategies. The students were taught using a self-instructional (field-independent) approach or a cooperative (field-sensitive) approach. At the same time, both groups were learning to combine field-sensitive and field independent activities within their own lesson planning. Participants were undergraduate Spanish-English, Puerto Rican, bilingual teacher trainees. They were required to write lesson plans that incorporated behavioral objectives, Puerto Rican cultural elements, a variety of instructional strategies, and field-sensitive/field-independent elements in English and Spanish. During the training sessions, the self-instructional treatment group used a self-teaching package. The cooperative treatment group was presented with the same training material through the use of scripts and materials that encouraged teacher-student interaction. In comparing the cooperative group with the self-instructional group, it was noted that the cooperative group scored significantly higher on its ability to write behavioral objectives, to include Puerto Rican cultural elements in the English language, and to plan for a variety of instructional strategies. It is suggested that the learning styles of adult, Spanish-English bilingual teacher trainees tend to be field-sensitive. A recommendation is made that trainees with Hispanic backgrounds should be given specific training before starting a field-independent module, since this popluation seems to learn more effectively in a cooperative atmosphere. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 15, 1981).