ERIC Number: ED228685
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Practical Practice in Communication Teaching.
Feezel, Jerry D.
A three-stage model for the systematic development of competent secondary school teachers of speech communication begins with the prospective teachers examining "who they are" and "what makes them confident and happy" in terms of motivational needs, and dominance-submission, anxiety-confidence, and rigidity-flexibility characteristics. The second stage centers on the prospective teacher identifying and understanding how a teacher is expected to function in many professional roles. The third stage stresses that whoever the person and whatever his or her role configuration, there are teaching skills to be developed for effective functioning as a teacher. The speech education and communications education programs at Kent State University have implemented changes in their program by following the model. First the students' personal needs and wants, hopes and fears, and strengths and weaknesses are assessed by student self-reports and the observations of instructors. Next, an awareness of educator role expectations begins by having the student spend 150 clock hours of practical exposure to real school settings and problems. In the refinement of teaching skills, the student gets another 150 hours of field and simulated practice plus 300 hours of full-time student teaching. Following the practice teaching in two speech methods classes, the student completes the full-time 10-week practicum in a secondary school speech program. This constitutes a culmination of the progression of practical practice from self-awareness to role observations, to micropractice of specific skills, to macropractice of overall competencies in speech and drama teaching. (HOD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Central States Speech Association (Lincoln, NE, April 7-9, 1983).