Implementation Effects of a Preservice Training Course for Secondary Education Teachers

The Netherlands

Bibliographic Data

ID6059544
AuthorsSimon Veenman (a Department of Educational Sciences, University of Nijmegen, Netherlands, corresponding author), Jeska Bakermans (a Department of Educational Sciences, University of Nijmegen, Netherlands), Yvonne Franzen (a Department of Educational Sciences, University of Nijmegen, Netherlands), Masja Van Hoof (a Department of Educational Sciences, University of Nijmegen, Netherlands)
Year1998
Volume30
Issue2
Pages45-72
Publication date1998-07-01
Open AccessNo
TypeARTICLE
VenueEuropean Education (JOURNAL)
Journal identifiersISSN: 1056-4934 • E-ISSN: 1944-7086
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.2753/eue1056-4934300245
OpenAlexW1441934249
LanguageEN
References cited5

A quasi-experimental, treatment-control group investigation was designed to test the effects of a preservice training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well-structured skills and a model of strategic acting directed at higher-level thinking strategies. Pre-and posttraining comparison of classroom observations by trained observers revealed significantly more effective instruction by student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers

Cognition · Cognitive strategy · Mathematics education · Medical education · Pedagogy · Student teacher · Teacher education · Teaching method · Behavioral and Psychological Studies · Computer Science · Educational and Psychological Assessments · Parental Involvement in Education · Psychology

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