Abstract
How effective and beneficial is demon stration teaching? Putnam collected data from teachers, principals, teacher educators, and teacher candidates to determine their perceptions of the bene fits and limitations of five different demonstration models. The findings suggest that no single model is suffi cient for exclusive use in teacher prep aration programs. Live demonstrations, for example, create conditions for en hanced teacher educator credibility, but they necessarily place emphasis on pupil learning rather than on teacher candidate development. Putnam care fully describes her findings and outlines implications for use of the five demon stration models. Furthermore, she sur faces a series of questions that must be addressed to further clarify the potential strengths of each demonstration tech nique.
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