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ERIC Number: ED234028
Record Type: RIE
Publication Date: 1983-Apr
Pages: 34
Abstractor: N/A
Reference Count: 0
Conceptual Level Match/Mismatch: Consequences for Clinical Teacher Education.
Hukill, Hobart
Behavioral psychology studies were reviewed in an examination of the relationship between individual concept levels and teaching behaviors. It was observed that high concept level student teachers helped their students evaluate information and formulate hypotheses more frequently than did low concept level student teachers. It was also found that high concept level teachers preferred to use an inductive mode of teaching, presenting first an example and then a rule. Low concept level teachers preferred the reverse, rule-example order of presentation. A study was made to test the hypothesis that student teachers and cooperating teachers who are initially matched on a conceptual level will show greater gains in concept level development than will mismatched pairs. Participants (93 student teachers and 88 cooperating teachers) responded to a test designed to tap the level of complexity and organization of interpersonal concepts. The resultant dyads were pretested within the first 2 weeks of the internship and post-tested at its conclusion. Post-test results show the trend for matched pairs to be in the predicted direction. It was found that scores of mismatched pairs seemed to drop over time. Implications for teacher education are discussed. (JD)
Research and Development Center for Teacher Education, Education Annex 3.203, University of Texas at Austin, Austin, TX 78712 ($1.75).
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).