The 15-Minute Hour
A Brief Teaching Experience
Bibliographic Data
| ID | 5154708 |
|---|---|
| Authors | Beulah W Newlove (Research and Development Center for Teacher Education), Frances F Fuller (The University of Texas at Austin), Frances Fuller (The University of Texas at Austin) |
| Year | 1971 |
| Volume | 22 |
| Issue | 3 |
| Pages | 335-340 |
| Publication date | 1971-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248717102200319 |
| OpenAlex | W1992510998 |
| Language | EN |
| References cited | 4 |
Prospective teachers, convinced that teach-ing is the most practical experience of all (2), beg for classroom experience in their education courses. When combined with other procedures, a brief 15-minute teaching episode early in teacher prepara-tion can have some unexpected effects: both the neophyte teachers and the chil-dren benefit; cooperating classroom teach-ers like the procedures; and best of all, teacher educators find that students who have been 15-minute teachers are more concerned about learning to teach than those who have not had this exposure to teaching (3). With minimal effort and very little dis-ruption of the school, the procedures de-scribed in this article can provide such an experience for fairly large numbers of edu-cation students. Because of limitations of space, only one group of students is de-scribed here. Other sources provide more details regarding both the procedure (i, 5, 6, 7, sq., i5) and the research on which they are based (3, 8). Early Brief Teaching
Mathematics education · Pedagogy · Teaching method · Communication in Education and Healthcare · Psychology
| Highly cited | No |
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