ERIC Number: ED090222
Record Type: Non-Journal
Publication Date: 1972
Reference Count: N/A
The Development and Implementation of a Competency-Based Teacher Education Module.
Johnson, James R.
This study investigates the success of preservice elementary social studies teachers in acquiring effective questioning skills using a self-instructional Competency-Based Teacher Education (CBTE) module and tests the possible relationship between a teacher personality variable and a measure of their questioning ability. The subjects were divided into two groups consisting of eight "high extraverts" and eight "low extraverts" according to their Myers-Briggs Type Indicator scores. The "teacher-directed" group received a conventional, in-class treatment of questioning behaviors for a 3-week period and the "self-directed" group used the CBTE module to learn questioning skills. Each student was required to conduct a 10-minute mini-lesson utilizing questioning skills to introduce a concept. Using the Questioning Strategies Observation System, data collected during the mini-lesson were transformed into four measures of questioning ability. Results show no significant difference between the treatment groups in their questioning ability and indicate "high extraverts" spent less time using the modules than the "low extraverts" but spent almost three times as many minutes interacting with the instructor. "Low extraverts" spent a great deal of time working on the CBTE modules but spent an average of 14 minutes interacting with the instructor. (Eight tables and a 17-item bibliography are included.) (PD)
Descriptors: Competency Based Teacher Education, Elementary School Teachers, Inquiry, Preservice Teacher Education
James R. Johnson, University of Toledo, College of Education, Toledo, Ohio
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Myers Briggs Type Indicator