Transferring the Learning of Teaching Models

Abstract

The special interest of this paper was to ascertain the amount of transfer which takes place between on-campus training in teaching models and field application. Three models of teaching were selected–inquiry, roleplaying, and synectics. Frequency of the syntactical factors which composed the classroom analysis guide to each of the models became the indicators of transfer. Three separate groups of preservice elementary social studies students were trained as process observers to gather data. The results illustrated that a preservice social studies program of model-based instruction fosters a decidedly high potential for transferring the learning of teaching models. A major implication of this type of research is the effectiveness of models of teaching as a vehicle for analysis of the transfer of the learning of teaching skills.