ERIC Number: ED349371
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Types of Instructional Strategies Modeled in Urban Teacher Education Courses.
Ellsworth, Nancy J.
A study was done to investigate the organization of teaching and learning activities experienced in teacher preparation courses in an urban university. A survey instrument developed for the study was administered to 254 trainees in 20 regular and special education courses. The graduate teacher education courses were stratified by educational setting (on campus/off campus) and subject areas (regular/special education), since the learning activities might differ between settings. A principal components analysis yielded five factors. The first factor, containing items that reflected the teacher's expectations that students use the "scientific method," accounted for the greatest variance in responses and indicated that whether instructors in teacher education courses do or do not encourage students to use the scientific method is a critical determinant organizing students' perceptions of the teaching-learning process. The apparent focus of the second factor was teachers expecting students to use "behavioral processes." This factor relied on behavioral strategies, such as engaging in practice and feedback. The third factor was labeled "social awareness," the fourth concerned "interpersonal activity," and the fifth was interpreted as "personal responsibility." The scales created provided a structure that could be used to investigate the types of instructional strategies modeled for trainees in education. Included are 1 table and 12 references. (JB)
Descriptors: Education Courses, Elementary Secondary Education, Factor Analysis, Graduate Students, Higher Education, Interpersonal Competence, Learning Activities, Scientific Methodology, Special Education, Student Attitudes, Student Responsibility, Teacher Education, Teacher Education Curriculum, Teaching Methods, Urban Education, Urban Universities
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A