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ERIC Number: ED376127
Record Type: Non-Journal
Publication Date: 1994
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Reflections on Action by University Teacher Trainers.
Villar, Luis M.
In this 2-year collaborative research study, ethnographic and quantitative methodologies were used to explore the nature of professors' classroom teaching contexts and the relationships between classroom actions and student teachers' classroom climate perceptions. Data for case studies of four College of Education professors associated with the University of Sevilla (Spain) came from observations, student teachers' perceptions as indicated on the Inventory of University Classroom Environment (IUCE), and interviews with the professors. The IUCE measured cohesiveness, satisfaction, personalization, task orientation, innovation, evaluation, and classroom management. Results indicated that student teachers perceived their classes as being higher in control than was desired, and they preferred a less routinized classroom management style. Mathematics teaching was more professor-centered than pedagogy classes, and math professors followed scripted lesson plans while pedagogy professors displayed improvisational performances. The study recommends that university staff development offerings emphasize generic pedagogy such as clinical teaching, cooperative learning, and classroom management. (Contains 34 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain