A report by the Educational Resources Information Center at the National Council of Teachers of English; ERIC Abstracts are included for documents cited. (Author)

Questionnaires were sent to 21 special education teachers to assess their opinions on microteaching (a scaled down teaching situation in which the student teacher teaches a small group for a short period of time) over 3 years after the teachers had undergone microteaching.

Discusses whether the knowledge gained by a successful transfer of media-based materials for teacher training between two developed countries could be applied to a transfer of innovative learning materials from a developed country to a developing country. The advantages of such a transfer are assessed. Ten references are cited. (Author/CHC)

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)

Follows on an earlier paper on microteaching for a preservice course in TEFL by outlining procedures and rationale for microteaching in an in-service TEFL course. Presents exploratory microteaching as an appropriate model for in-service teacher training in TEFL where the teacher trainer emphasizes methodological categories rather than teacher…

Highlights the components of the Gannett Teaching Fellowship Program, a summer workshop designed to improve journalism teacher effectiveness. Notes the particular benefits of using videotape materials, slide presentations, and the PLATO computer learning system in journalism education. (RL)

A three-day school-based in-service course for heads of secondary German department is described. Participants' reactions are noted. (SJL)

Reviews 200+ studies on microteaching. Argues that the use of microteaching in pre- and inservice education leads to positive and long-term effects in the acquisition of verbal and non-verbal behaviorial patterns, integration of learning into individual behavioral repertoire, and in the transfer into professional teaching practice. (CAJ)

Investigates music education majors' concept maps that focused on teacher effectiveness. Explains that the students created the concept maps after two microteachings. Includes the quantitative and qualitative findings from the study. States that the combination of concept maps and microteaching may be beneficial. (CMK)

Undergraduate students developed a videotape to provide novice teachers with observation and practice in handling classroom discipline problems. Videotape content came from students' own classroom experience and provided solutions to problems using students' own observations of successful classroom management. The videotape proved to be a useful…

Examines elementary literature instruction in Stanford University's Teacher Assessment Project (TAP). TAP candidates carried out exercises assessing their classroom instructional abilities. A study used data from the exercises to discuss best practice in teaching literature, noting that certain exercises were amenable to professional growth and…

Consideration of variations in the gross morphology of concept maps can be helpful in the context of lesson planning by promoting the consideration of the multiple perspectives held by students. The three basic concept map structures are described as having particular utility at different stages of the planning process: (a) chain-type maps…

This study aimed to explore teacher candidates' reflections on the methodology and practice components of a pre-service English teacher training programme in Turkey. For this purpose, a qualitative case study method was followed. The participants were 176 senior year students at the Middle East Technical University in Ankara, Turkey. The data were…

Introducing teacher education students to the use of information technologies for literacy instruction, this book presents a series of conceptual frameworks for thinking about how technology can support instruction--frameworks that will help teachers effectively integrate technology into their own teaching. The book also relates different ways of…

This study examined whether expert-novice differences exist in the ability to engage in self-analysis, a form of reflection about one's own teaching performance. Expert (N=6) and novice (N=5) sixth-grade teachers were videotaped while teaching and were interviewed after viewing their own lessons. Expert teachers, in comparison to novices,…