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ERIC Number: ED253507
Record Type: RIE
Publication Date: 1984
Pages: 10
Abstractor: N/A
Reference Count: 0
The Instructional Cycle: On Teaching the Teacher.
Geotz, Ernest T.; And Others
The effects of instructional interactions on preservice teachers' perceptions of teacher-student roles form their ideals of what teachers and students are supposed to do and, ultimately, what they as teachers will expect and do. The mode of instruction that predominates in the large college class tends to be lecturing, with a minimum amount of time spent by students in verbalizing, and a maximum amount of time spent in taking notes. While teacher educators speak about individualization, diversity of teaching techniques, grouping strategies, and the application of knowledge, students observe something quite different. Consequently, the explicit messages about effective teaching may be lost to preservice teachers who experience instruction in a passive, receptive mode. A model is presented of instruction that engenders active student participation and can provide preservice teachers with valuable experiences in the role of active student participant. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: In: Denton, Jon, Ed.; Peters, William, Ed. and Savage, Tom, Ed. New Directions in Teacher Education: Foundations, Curriculum, Policy. See SP 025 654.