ERIC Number: ED072024
Record Type: Non-Journal
Publication Date: 1972-Aug
Effects of Two Styles of Microteaching on Student Teaching Performance. Final Report.
Hinckley, William L.
Microteaching has been widely used in the training of high school teachers for the past several years. In some cases, trainees have taught actual secondary students in the microteaching situation. In other cases, the trainees have played the role of students in a peer-teaching mode of microteaching. This study compared the real and peer-teaching modes of microteaching in relation to subsequent teaching success. It was hypothesized that teacher trainees who taught actual secondary school students in microteaching would be rated higher on "teacher-pupil rapport" and "pupil participation and attention" than the peer-teaching group. Ratings were made on the Stanford Teacher Competence Appraisal Guide by 2,306 secondary school students in northwest Missouri and southwest Iowa schools. No significant differences between mean ratings of the two groups were obtained on any of the 13 items listed on the Appraisal Guide. It was concluded that peer teaching is a viable alternative microteaching procedure for teacher-trainees with the same cultural background. Three appendixes, containing the Stanford Teacher Competence Appraisal Guide, a skills rating sheet, and a syllabus for secondary methods course, are included. (Author)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: Northwest Missouri State Univ., Maryville.