Search results for: Krull Edgar
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Impact on Student Teachers' Conception of Learning and Teaching from Studying a Course in Educational Psychology
This study investigates changes in the conceptions of learning and teaching among undergraduate student teachers. It was found that there was an increase in the share of students that see learning and teaching from a cognitive-constructivist perspective.Furthermore, the findings revealed a decrease in the share that see learning and teaching from a behaviourist perspective by the end of the course.
Updated: Sep. 16, 2013
Promoting Student Teachers' Lesson Analysis and Observation Skills by Using Gagn's Model of an Instructional Unit
The current article presents a study of an experimental training methodology for promoting lesson analysis skills in student teachers. This methodology is based on the idea that the quality of lesson analysis skills depends mainly on teachers' perception of relevant instructional events and on their understanding of these events. The experimental intervention consists of student teachers' participation in sessions on guided analysis of videotaped lessons and writing lesson analysis reports. Gagn's model of an instructional unit is used as a theoretical framework for defining a lesson and identifying its critical events.
Updated: Sep. 27, 2010
Differences in Teachers’ Comments on Classroom Events as Indicators of Their Professional Development
This article explores indicators of teachers' professional development, by studying their thinking and capabilities of classroom events. Comments of novice and expert teachers on videotaped lesson activities were analyzed, based primarily on grounded theory. Finding revealed that expert teachers are most sensitive to certain instructional events and to general teaching strategy used by model teachers than novice teachers.
Updated: May. 27, 2008