ERIC Number: ED034724
Record Type: RIE
Publication Date: 1968-Feb
Reference Count: 0
Change in Behaviors of First Year Intern Teachers.
Hill, Russell A.; Medley, Donald M.
A study measured changes in the teaching behavior of 70 first-year Temple University interns teaching in metropolitan Philadelphia secondary schools. Subjects, selected from 110 on the basis of subject and grade level, had received 6 weeks of graduate training in the summer prior to placement; they participated throughout the year in seminar classes while receiving close University supervision. Each of two observational instruments--Flanders' Interaction Analysis (IA) and Medley's Observation Schedule and Record 4-verbal (OScAR 4V)--were used by one of two observers who visited the same teacher at the same time; interns where observed four times, twice in early February and twice in late May. The differences between the pairs of observation were expected to reflect positive change over the hypothetical period of accelerating growth. Significant differences were found on 14 IA scales and on 15 OScAR scores; OScAR scores were also rescaled to form orthogonal contrasts, and 14 of these new scales indicated significant changes in teaching behavior. Overall results: In May the intern teachers were describing more, using more divergent questions and less convergent questions, and being less evaluative and more neutral in their responses; there appeared to be a shift from direct student response to student initiated responses with student responses more often accepted or neutrally evaluated rather than praised or criticized. (SP 003 398 is a related document.) (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the American Educational Research Association meeting, Chicago, February, 1968