John A Zahorik
Biographic Data
| ID | 1603594 |
|---|---|
| NAME | John A Zahorik |
| GIVEN NAMES | John A |
| FAMILY NAME | Zahorik |
| SIGNATURE | ZAHORIK J A |
| AFFILIATIONS | University of Wisconsin–Milwaukee |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 1991 |
| H-INDEX | 2 |
Teaching style and textbooks
Stability and flexibility in teaching
The Observing-Conferencing Role of University Supervisors
Zahorik describes how university super visors observe and conference with stu dent teachers. Data were obtained through semi-structured interviews with ten university supervisors. Results re vealed that each supervisor had a pre ferred type of supervision. The supervi sion types are described by the author and the implications for teacher educa tion and for future research are dis cussed
Acquiring Teaching Skills
Zahorik identifies three broad concep tual categories of good teaching: science-research, theory-philosophy, and art-craft. Various conceptions of teaching within each category are then defined and discussed. The author con cludes with a description of how the needs of teachers and developmental stages of teacher growth will dictate the conception of teaching that should be emphasized during preservice and inser vice teacher education experiences
Can Teachers Adopt Research Findings
Curriculum Planning
Studying Teaching and Learning
Using Insights in Education
Teacher Experiential Knowledge About Teacher Verbal Behavior
Teacher Verbal Behavior
But, teachers do decide, consciously or conconsciously, to use certain behaviors and not to use others. Teacher verbal behavior has been studied exten-sively in the last 15 years. Most of this research has been to provide accurate and detailed descriptions of verbal behaviors teachers display as they interact with students in classrooms (e.g., Bellack, Kliebard, Hyman
The Trouble with Methods Courses
Stability and flexibility in teaching
Can Teachers Adopt Research Findings
The Observing-Conferencing Role of University Supervisors
Zahorik describes how university super visors observe and conference with stu dent teachers. Data were obtained through semi-structured interviews with ten university supervisors. Results re vealed that each supervisor had a pre ferred type of supervision. The supervi sion types are described by the author and the implications for teacher educa tion and for future research are dis cussed
Using Insights in Education
The Trouble with Methods Courses
Teacher Verbal Behavior
But, teachers do decide, consciously or conconsciously, to use certain behaviors and not to use others. Teacher verbal behavior has been studied exten-sively in the last 15 years. Most of this research has been to provide accurate and detailed descriptions of verbal behaviors teachers display as they interact with students in classrooms (e.g., Bellack, Kliebard, Hyman
Teacher Experiential Knowledge About Teacher Verbal Behavior
Studying Teaching and Learning
Using Insights in Education
Curriculum Planning
Can Teachers Adopt Research Findings
Acquiring Teaching Skills
Zahorik identifies three broad concep tual categories of good teaching: science-research, theory-philosophy, and art-craft. Various conceptions of teaching within each category are then defined and discussed. The author con cludes with a description of how the needs of teachers and developmental stages of teacher growth will dictate the conception of teaching that should be emphasized during preservice and inser vice teacher education experiences
The Observing-Conferencing Role of University Supervisors
Zahorik describes how university super visors observe and conference with stu dent teachers. Data were obtained through semi-structured interviews with ten university supervisors. Results re vealed that each supervisor had a pre ferred type of supervision. The supervi sion types are described by the author and the implications for teacher educa tion and for future research are dis cussed
Stability and flexibility in teaching
Teaching style and textbooks
Psychology (11 works) · Mathematics education (10 works) · Pedagogy (10 works) · Sociology (7 works) · Political science (4 works) · Teacher Education and Leadership Studies (4 works) · Education and Critical Thinking Development (3 works) · Teaching method (3 works) · Art (2 works) · Economics (2 works)