ERIC Number: ED280845
Record Type: RIE
Publication Date: 1987-Feb
Reference Count: 0
Potential of Demonstration Teaching in Teacher Preparation and Staff Development Programs. Research and Evaluation in Teacher Education: Program Evaluation Series No. 14.
Putnam, Joyce; Johns, Betty
This article discusses the use of demonstration in teacher education programs, emphasizing demonstration's potential in teacher preparation and staff development programs, and detailing the practical problems associated with its use. Demonstrations serve: (1) to illustrate teacher instructional behaviors or thinking and decision processes related to planning and reflection; (2) as a step in the development of desired teaching behaviors; (3) to illustrate how to assess cognitive processing skills of pupils; (4) as illustration of the integration of theoretical research and practical knowledge; (5) as an opportunity for candidates or professors to critically question the rationale for use of and/or the effects of ideas demonstrated; (6) to develop professor credibility; and (7) as a means for professors to explore ideas and remain current about pupils. A review of research studies offers insights into both symbolic (written or verbal illustrations of instructional procedures) and perceptual (visual enactments of teaching practices) demonstrations. Problems related to the use of demonstrations are pointed out. A two dimensional planning model is described. The planning model phases (initial planning, planning aspects of demonstrations, and planning for the pre-observation and post-observation briefing sessions) are discussed and illustrated on charts. A list of references is included. (JD)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Coll. of Education.