The necessity for program modification to meet existing local needs and the current thrust toward competency-based instruction led to this curriculum development project. The intent of the project was to determine the feasibility of incorporating educational innovations within the Business Education Student Teaching Program in order to begin to…

Earlier research has demonstrated that verbal teaching behaviors can be modified through the Teaching Laboratory (TL), which consists of peer group microteaching experiences. This study investigated whether or not these behaviors would persist into later student teaching. Each of 50 secondary student teachers, who were divided into control and…

Statistical analysis of the videotape recorder as a feedback device used to train teacher interns produced four conclusions: that videotape feedback to teacher interns did not produce behavioral changes significantly different from those teacher interns who did not receive feedback; that the addition of inputs such as critique and type scripts did…

Reviews research related to science teacher education which suggests that specific verbal and non-verbal instructional skills can be developed by providing positive models of desired behavior, varying the amount of practice teaching during the training, providing specific feedback on limited behaviors, and modifying training according to trainee…

Microteaching experience was sufficient to train graduate education students to a significant level of competency. However, once they moved into a regular student teaching setting, their exhibition of the original target skills was dependent upon intervention by their cooperating teachers. (Author/MV)

The purpose of this study was to investigate the effectiveness of microteaching in developing the actual classroom use of twelve questionning skills when used immediately prior to a student teaching experience. (Author)

Although microteaching has proved to be a valuable training tool for preservice education majors, some microteaching programs have been curtailed primarily because of the time and expense of maintaining the facilities. An abbreviated four-lesson program for microteaching can be conducted effectively with minimum time and moderate costs. The first…

A review of recent research on teacher education yields seven strategies characteristic of effective teachers. (MJB)

The purpose of this study was to compare the teaching of preservice teachers in both a controlled and a natural setting prior to student teaching. Data were collected on single lessons of each subject (n=14) who taught in a peer teaching microlesson and a lesson within units taught at a local high school. Subject matter was controlled so that each…

Most teacher preparation classes are designed around the microteaching concept and focus on the "three T's": the teaching, talking, and terminating cycle. For an improvement in teaching skills, it is important for more than one teach/reteach cycle to be used. (JN)

THE IMPLICATIONS FOR TRAINING READING TEACHERS OF CURRENT DEVELOPMENTS IN TEACHER EDUCATION RELEVANT TO READING INSTRUCTION, THE CURRENT STATE OF KNOWLEDGE ABOUT THE TEACHING-LEARNING PROCESS, AND EVOLVING IDEAS ABOUT READING INSTRUCTION ARE EXAMINED. BRIEFLY DESCRIBED ARE MICRO TEACHING, VIDEO-TAPING, TIME-LAPSE PHOTOGRAPHY, CLINICAL TEACHING…

The traditional model for student teaching is based on a one-to-one relationship between the student teacher and the supervising teacher. However, by providing interaction with only one individual, the possibility for varied practice and feedback is limited. A model is proposed in which five student teachers work with one supervising teacher. The…

An exploratory study investigated the effects of two organizational patterns of microsimulation experiences (concurrently with or sequentially to student teaching) on the verbal teaching behavior of student teachers trained in the Reciprocal Category System of Interaction Analysis (RCS) as compared to their counterparts who received no RCS…

This publication is designed to serve 3 purposes: (1) It is a report of the 1966 Summer Workshop-Symposium on "School-College Partnerships in Teacher Education," cosponsored by the publishers, (2) It presents additional thinking not included in that program or which has come to light since, and (3) It serves as a follow-up to 1964 and 1965 studies…