Translating Research into Practice

The Effects of Various Forms of Training and Clinical Experience on Preservice Students' Knowledge, Skill, and Reflectiveness

Datos Bibliográficos

ID4306145
AutoresNancy Winitzky (University of Utah), Richard Arends (University of Maryland), Richard I Arends (University of Maryland, College Park)
Año1991
Volumen42
Número1
Páginas52-65
Fecha de publicación1991-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaJournal of Teacher Education (JOURNAL)
Identificadores de la revistaISSN: 0022-4871 • E-ISSN: 1552-7816
EditorialSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248719104200108
OpenAlexW2087306458
IdiomaEN
Citas recibidas4
Referencias citadas13

Three related studies of the impact of variations in classroom and field experiences on preservice students' knowledge, skill, and reflectiveness are reported. In the first study the effects of a videotape of teaching strategies and seminars were compared with a live demonstration of the teaching strategies and seminar. Videotape was as effective as the live demonstration. In the second study, the effectiveness of a schema-theoretic approach to instruction in cooperative learning was compared with a conventional approach. Students in the schema demonstration group exhibited more organized and expert-like knowledge structures for cooperative learning than students in the conventional group. In the third study, the relative efficacy of clinical seminars and microteaching was investigated. The clinical treatment was as effective as micro teaching. Implications for research and practice in teacher education are explored

Mathematics education · Medical education · Microteaching · Pedagogy · Schema (genetic algorithms) · Teacher education · Teaching method · Computer Science · Innovative Teaching and Learning Methods · Medicine · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies