ERIC Number: ED250274
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Research-Based Teacher Effectiveness Skills: Perceptions of Members of a Teacher Education Program.
Evans, Sharon Hunsucker; Bethel, Lowell J.
An evaluation of the elementary school teacher education program at the University of Texas at Austin sought to identify the most important research-based teaching skills in the program, compare perceptions of all members of the program on specific teaching skills, and identify preservice teachers' perceptions of program components. A composite list of skills was categorized into six groups: planning; management of student conduct; instructional organization and development; presentation of subject matter; evaluation; and personal and professional qualifications. Participants in the study included 200 preservice teachers, 200 supervising teachers, 34 college faculty, and 28 university supervisors. Analysis of the resulting data indicated that there was a high degree of congruence across all groups on concerns about teaching competencies that must be developed before leaving the program. There was strong agreement that management of student behavior was the most important skill category, with planning a close second. Data on the ranking of specific skills are presented in tables. The appendices include steps taken in the evaluation study, a complete list of identified teaching skills and categories, questions used in discussion groups, and transcriptions of preservice teachers' discussions on the specific content of program courses. (JD)
Descriptors: Classroom Techniques, Cooperating Teachers, Course Content, Curriculum Development, Higher Education, Preservice Teacher Education, Program Attitudes, Program Effectiveness, Program Evaluation, Program Improvement, Student Teacher Supervisors, Student Teachers, Teacher Education Programs, Teacher Educators, Teaching Skills
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (64th, New Orleans, LA, January 28-February 1, 1984). This material is based upon work supported by the Education Consolidation and Improvement Act (ECIA), 1981, Teacher Training, Chapter 2, Section 576.