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ERIC Number: ED124555
Record Type: RIE
Publication Date: 1976
Pages: 15
Abstractor: N/A
Reference Count: 0
Teacher Stimulated Recall of Interactive Decisions.
Clark, Christopher M.; Peterson, Penelope L.
Much of the important thinking that teachers do occurs during the act of teaching as well as in planning and evaluating. What teachers think about while they are teaching was the basic question addressed in this study. A model was drawn to describe the researchers' concepts of the way a teacher thinks while teaching: the teacher begins with a teaching plan; the teacher receives feedback while teaching; and, on the basis of this feedback, either makes judgment to proceed as planned or to modify the plan. The decision-making processes of 12 experienced teachers were then studied in a laboratory setting. Each teacher was given the task of teaching a social studies lesson to eight junior high school students. Before teaching, each teacher was given 90 minutes to plan, thinking aloud into a cassette tape recorder. Segments of the actual teaching were videotaped in order to stimulate recall. These stimulated responses were also recorded. The model proved to be a useful way of conceptualizing what teachers think about while they are teaching. In addition, the results implied three generalizations: (1) teachers considered alternative plans only when the instructional process was going poorly, not because they were trying to optimize instruction; (2) pupil participation and involvement were the primary cues used by teachers to judge the process; and (3) teachers rarely changed their plan, even if the instruction was going poorly. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.