Restricted accessOtherFirst published online 1991-01
Translating Research into Practice: The Effects of Various Forms of Training and Clinical Experience on Preservice Students' Knowledge,Skill,and Reflectiveness
Three related studies of the impact of variations in classroom and field experiences on preservice students' knowledge, skill, and reflectiveness are reported. In the first study the effects of a videotape of teaching strategies and seminars were compared with a live demonstration of the teaching strategies and seminar. Videotape was as effective as the live demonstration. In the second study, the effectiveness of a schema-theoretic approach to instruction in cooperative learning was compared with a conventional approach. Students in the schema demonstration group exhibited more organized and expert-like knowledge structures for cooperative learning than students in the conventional group. In the third study, the relative efficacy of clinical seminars and microteaching was investigated. The clinical treatment was as effective as micro teaching. Implications for research and practice in teacher education are explored.
Get full access to this article
View all access options for this article.
References
1.
Anderson, R.C., & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.). Handbook of reading research (pp. 255-291). New York: Longman.
2.
Anderson, R.C., Reynolds, R.E., Schallert, D.L., & Goetz, E.T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14, 367-381.
3.
Anderson, R.C., Spiro, R.J., & Anderson, M.C. (1978). Schemata as scaffolding for the representation of information in connected discourse. American Educational Research Journal, 15, 433-440.
4.
Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.
5.
Berliner, D.C. (1984). Laboratory settings and the study of teacher education . Journal of Teacher Education, 36(6), 2-8.
6.
Bransford, J.D., & Johnson, M.K. (1972). Contextual prerequisites for understanding. Journal of Verbal Learning and Verbal Behavior, 11, 717-726.
7.
Chi, M.T., Feltovich, P.J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices (Tech. Rep. No. 4). Pittsburgh, PA: University of Pittsburgh Learning Research and Development Center.
8.
Clemson, S. (1990). Four models of collaborative teacher education: A comparison of success factors and maturation. Action in Teacher Education, 12(2), 31-37.
9.
Crow, N.A. (1987, April). Preservice teachers' biography : A case study. Paper presented at the meeting of the American Educational Research Association, Washington, DC.
10.
Eeds, M., & Cockrum, W.A. (1985). Teaching word meanings by expanding schemata vs. dictionary work vs. reading in context. Journal of Reading , 28, 492-497.
11.
Ekstrom, R.B., French, J.W., & Harmon, H.H. (1976). Kit of factor-referenced cognitive tests. Princeton, NJ: Educational Testing Service .
12.
Evertson, C.E., Hawley, W. , & Zlotnik, M. (1985). Making a difference in educational quality through teacher education. Journal of Teacher Education, 36(3), 2-12.
13.
Feiman-Nemser, S. (1983). Learning to teach. In L. Shulman & G. Sykes (Eds.), Handbook of teaching and policy (pp. 150-170). New York: Longman.
14.
Joyce, B.R. (1988). Training research and preservice teacher education: A reconsideration. Journal of Teacher Education, 39(5), 32-36.
15.
Joyce, B.R., & Showers, B. (1985, April). The search for validated skills of teaching: Four lines of inquiry. Paper presented at the meeting of the American Educational Research Association, Chicago .
16.
Leinhardt, G., & Greeno, J.G. (1986). The cognitive skill of teaching. Journal of Educational Psychology, 78, 75-95.
17.
Lyman, F., Cohen, L., & Davie, A. (1986). Principle-based teaching/coaching wheels. College Park: University of Maryland, Department of Curriculum and Instruction.
18.
Naveh-Benjamin, M., McKeachie, W.J., Lin, Y-G. , & Tucker, D.G. (1986). Inferring students' cognitive structures and their development using the "ordered tree technique." Journal of Educational Psychology, 78, 130-140.
19.
Peterson, P.L., & Comeaux, M.A. (1985, April). Teachers' schemata for classroom teaching and learning: The mental scaffolding of teachers' thoughts during classroom instruction. Paper presented at the meeting of the American Educational Research Association, Chicago .
20.
Rueter, H.H. (1985). Identifying memory structure from free recall . Unpublished doctoral dissertation, University of Michigan , Ann Arbor.
21.
Schon, D.A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass.
22.
Simmons, J.M., Sparks, G.M., Starko, A., Pasch, M., & Colton, A.B. (1989, March). Exploring the structure of teacher reflection in novice and expert teachers: The birth of a developmental taxonomy. Paper presented at the meeting of the American Educational Research Association, San Francisco.
23.
Slavin, R.E. (1986). Using student team learning (3rd ed.). Baltimore, MD: The Johns Hopkins Center for Research on Elementary and Middle Schools.
24.
Stein, B.S., & Bransford, J.D. (1979). Constraints on effective elaboration: Effects of precision and subject generation. Journal of Verbal Learning and Verbal Behavior, 18, 769-777.
25.
Tulving, E. (1962). Subjective organization in free recall of "unrelated" words. Psychological Review, 69, 344-354.
26.
Van Manen, M. (1977). Linking ways of knowing with ways of being practical . Curriculum Inquiry, 6, 205-228.
27.
Winitzky, N.E. (1990, April). Structure and process in thinking about classroom management: An exploratory study of prospective teachers. Paper presented at the meeting of the American Educational Research Association, Boston.
