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| Benassi, Victor A. | 1 |
| Beza, Jacqueline B. | 1 |
| Fernald, Peter S. | 1 |
| Taggart, Germaine L. | 1 |
| Wilson, Alfred P. | 1 |
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| Journal Articles | 2 |
| Books | 1 |
| Guides - Non-Classroom | 1 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
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| Administrators | 3 |
| Practitioners | 3 |
| Teachers | 3 |
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Peer reviewedBenassi, Victor A.; Fernald, Peter S. – Teaching of Psychology, 1993
While most college and university professors spend more time teaching than doing research, most graduate programs emphasize research rather than preparation for teaching. Describes a doctoral program in psychology that prepares students to be both researchers and teachers. (CFR)
Descriptors: Clinical Experience, Curriculum Development, Doctoral Programs, Educational Strategies
Taggart, Germaine L.; Wilson, Alfred P. – 1998
This guide provides teacher educators and staff developers with strategies to enhance the reflective thinking abilities of preservice and inservice educators. Strategies for reflective thinking are approached at three levels: technical, contextual, and dialectical. Within each level, strategies have been field tested with populations of preservice…
Descriptors: Action Research, Elementary Secondary Education, Faculty Development, Inservice Teacher Education
Peer reviewedBeza, Jacqueline B.; And Others – American Journal of Pharmaceutical Education, 1992
A training program for faculty supervising pharmacy clinical experience courses included four workshops in setting expectations, motivating learners, providing practice, and evaluating performance and giving feedback. Ten of 35 teaching behaviors changed significantly as a result. Likelihood of change in specific teacher behaviors was assessed.…
Descriptors: Classroom Techniques, Clinical Experience, Faculty Development, Feedback
