ERIC Number: ED305254
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
A Qualitative Analysis of the Effects of a Microteaching Course on Preservice Science Teachers' Instructional Decisions and Beliefs about Teaching.
Lederman, Norman G.; Gess-Newsome, Julie
The microteaching course continues to be a focal point in the preservice training of science teachers. The purpose of this study was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional behaviors, decision making skills, and any changes in beliefs occurring throughout the duration of the course. A total of 17 preservice teachers were used as subjects. The subjects were required to present four lessons based on lecture/recitation, general inductive model, general deductive model, and a laboratory activity. After each presentation, each student received three types of feedback: informal verbal from peers; formal written from course instructor; and videotape. Students' self critiques and questionnaires were collected as data. The qualitative analysis of data yielded a total of 12 categories of concerns for self and students. The subjects viewed planning as a two component process: the physical act of writing a lesson plan, and the subsequent mental rehearsal of that plan. The study found a transition state of focus among the subjects from "concerns for self" to "concerns for students." Several implications for science teacher education were discussed. (YP)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (62nd, San Francisco, CA, March 30-April 1, 1989).