ERIC Number: ED261999
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
A Naturalistic Investigation of Experienced Teachers' and Student Teachers' Instructional Practices.
Magliaro, Susan G.; Borko, Hilda
This study examined the relationships among reading activities, rules for pupil participation, student engagement, and subsequent student achievement in reading lessons taught by student teachers (ST) and experienced teachers (ET). Two ST/ET dyads were observed and interviewed while they instructed third and fourth grade pupils in reading. The teachers in one dyad had similar participation structures: however, their subsequent student engagement and student achievement were different. While the participation structures of the second dyad differed, student engagement and achievement were alike. The contrasts between dyads indicated different levels of ability between the two student teachers. The differential effectiveness of the student teachers suggests that several factors may play important, interrelated roles in determining the success of novice teachers' reading instruction. The difference between these student teachers seemed to be explained best by their conceptions of their roles as student teachers, and the influence these conceptions had on their choice of participation structures and reading activities and their ability to implement these choices. These differences suggest that student teachers progress at different rates in the process of learning to teach. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).