Perceived Origins of Teaching Behavior

Bibliographic Data

ID4772271
AuthorsD Cecil Clark (Educational Administration, all with Brigham Young University), R B Smith (0000-0003-4262-4279, Brigham Young University), Timothy J Newby (0000-0002-2453-2146, Instructional Science, all with Brigham Young University), Verna A Cook (Elementary Education, all with Brigham Young University)
Year1985
Volume36
Issue6
Pages49-53
Publication date1985-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/002248718503600608
OpenAlexW2097898018
LanguageEN
Citations received7
References cited8

What impact does a teacher education program have as a source of ideas for subsequent teaching practice? To an swer this question, Clark and his col leagues collected "origins" behavior for 71 student teachers and first-year teachers. Through systematic class room observation of the subjects, 1,346 teaching behaviors were observed and analyzed. Immediately after a behavior was exhibited, the teacher described what he or she perceived as the origin of that behavior. The dominant behavior related to instructional activities and the most frequently perceived origin was "my own idea." Few behaviors were attributed by the teachers to their work with university faculty members. The authors discuss the reasons for their findings, and they propose several ways of mitigating the powerful influence of personal experience

Class (philosophy) · League · Mathematics education · Pedagogy · Teaching method · Communication in Education and Healthcare · Educational Strategies and Epistemologies · Psychology · Social Psychology · Teacher Education and Leadership Studies

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