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ERIC Number: ED195713
Record Type: RIE
Publication Date: 1980-Dec-5
Pages: 38
Abstractor: N/A
Reference Count: 0
Effects of Laboratory Teaching Experience (Microteaching and Reflective Teaching) in an Introductory Teacher Education Course on Students' Views of Themselves as Teachers and Their Perceptions of Teaching.
Peters, Jerry L.
A study compared effects of two forms of laboratory teaching experience (microteaching and reflective teaching) in an introductory teacher education course on students' views of themselves as teachers and their attitudes toward and perceptions of teaching. The population consisted of Ohio State University students in four sections of Agricultural Education 200, Introduction to Agricultural Education, during autumn 1979 and winter 1980 quarters. Study design was the non-equivalent control group design with sections being randomly assigned to one of the two treatments. Four instruments collected data: Myself as a Teacher, Teaching in General, When I Think about Teaching, and Student's Reaction to Laboratory Teaching Experience. Data analysis indicated no significant differences between posttest scores of students who participated in reflective teaching and those of students who participated in microteaching on (1) views of themselves as teachers, (2) attitudes toward teaching, (3) perceptions of role of teaching, and (4) attitudes toward type of laboratory teaching experience engaged in. There was little difference between pre- and post-test scores on the first three variables. Reflective teaching laboratory experience was found more satisfying than microteaching. (Appendixes include brief descriptions of the two types of laboratory teaching.) (YLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Agricultural Education Research Annual Meeting (New Orleans, LA, December 5, 1980).