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ERIC Number: ED040982
Record Type: RIE
Publication Date: 1969-Jun
Reference Count: 0
Use of Selected Techniques for Supervising Student Teachers. Final Report.
Johnston, Donald P.
Previous research on the use of interaction process analysis and microteaching in teacher education indicates that these two methods of achieving specified behavioral changes in the teaching behavior of student teachers are at least as effective, if not more so, than traditional methods. Attention now turns to the different ways that interaction process analysis and microteaching can be used in supervising student teaching. A study was made of supervisor-student teacher conferences in four teacher education programs--two using interaction analysis and two using microteaching. Supervisory methods in the four programs were compared in terms of focus on process behaviors, focus on content, case study approach, data base used in analysis, rapport building attempt, formulation of lesson objectives, appeal to data for conclusions, and scope of conference focus. This analysis showed a substantial variation in supervisory conference procedures and supervisor behaviors from program to program within the interaction analysis and microteaching approaches. It is recommended that the results of this study be made available to supervisors of student teachers who wish to adopt some of the techniques studied. (An appendix contains bibliographies on interaction process analysis and microteaching.) (RT)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Memphis State Univ., TN.