NotesFAQContact Us
Search Tips
ERIC Number: ED371384
Record Type: Non-Journal
Publication Date: 1994-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
From Fear of Parsing to Teaching To Parse: A Study of Transformations in a Course on Grammar.
Dubinsky, Jim
A study of a junior-level grammar class for preservice teachers was conducted by an observer at Miami University of Ohio to determine the effectiveness of a Socratic teaching style that allowed the teacher to do most of the talking. Students in the class also participated in the observation; they were interviewed regularly by the graduate student. Findings indicated that: (1) students were sometimes uncomfortable in the class--they felt pressured and were afraid to participate because they did not want the teacher to put them on the spot; (2) they did not understand the significance of a transition from one text to another, which illustrates how important it is that students know where they are going in a course and why; and (3) students found themselves reflecting about how they would teach a similar course themselves when they became teachers. Students were concerned about how they could best present the material; how they could best use their texts; how they could best prepare students for proficiency exams. Those students who chose to participate in the regular interviews as student-observers became more than just students of the material; they became students of pedagogy. The teacher of the course also found himself changing, adjusting his course to address student critiques passed on to him by the observer. (TB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A