ERIC Number: ED243079
Record Type: RIE
Publication Date: 1984-Feb
Training Teachers for Instructional Change in Reading: A Descriptive Study. Research Series No. 143.
Roehler, Laura R.; And Others
Teacher training sessions were examined to determine why four teachers receiving the same training in implementing explanation behavior in reading instruction differed in the success with which they carried out the new strategies. Audiotaped training sessions, trainer self-reports, and teacher interviews were qualitatively analyzed to identify the characteristics of successful teacher change. Results revealed three major differences between the training of the one successful and the three unsuccessful teachers: (1) while the other trainers only gave oral and written explanations, the successful teacher's trainer both emphasized the thinking a teacher must go through when planning and implementing a lesson and demonstrated the selected behaviors; (2) unlike the others, this trainer provided training through the actual implementation of instructional strategies and gradually diminished help as the teacher adjusted his instructional behavior; and (3) the successful teacher's trainer modeled aloud the thinking a teacher must do to plan and implement the process. (The criteria for evaluating instructional communication is appended.) (MM)
Descriptors: Comparative Analysis, Educational Research, Inservice Teacher Education, Modeling (Psychology), Program Evaluation, Reading Instruction, Teacher Behavior, Teacher Effectiveness, Teaching Methods, Training Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.00).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.