Translating Research into Practice: The Effects of Various Forms of Training and Clinical Experience on Preservice Students' Knowledge,Skill,and Reflectiveness
Restricted accessOtherFirst published online January, 1991
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.
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