ERIC Number: ED297962
Record Type: RIE
Publication Date: 1985-Apr-17
Reference Count: N/A
Relative Effects of Microteaching and Field Experience on Preservice Teachers.
Malone, Mark R.; Strawitz, Barbara M.
This paper presents the results of a study designed to determine whether preservice elementary teachers with a great deal of previous early field experience, but no previous microteaching experience, would benefit more from an additional science field experience in the local school systems or from an alternative science microteaching experience. Results showed that the microteaching group scored significantly better than the field experience group on three of the five instruments used to measure outcomes of the study. They scored significantly better on measures of science teaching skills, attitudes toward science, and science process skills. There were no significant differences between groups on measures of attitudes toward teaching science or on concerns about teaching science. The study concludes that integrating science microteaching with field experience in undergraduate methods courses is superior in developing science teacher skills, attitudes toward science, and science process skills than field experience alone. The lace of significant differences between groups on the measures of attitudes toward teaching science and science teacher concerns indicates that these attitudes and concerns are at least not negatively affected when field experience is somewhat decreased in order to implement a microteaching program. (Author/CW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Policymakers
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (58th, French Lick Springs, IN, April 15-18, 1985).