An Examination of the Value of Classroom Observation for Prospective Teachers

Ingle, Robert B.; Robinson, Edward W.

doi:10.1177/002248716501600416

Cited by 11 publications

(7 citation statements)

References 3 publications

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“…Previous studies on the effectiveness of field experiences for increasing knowledge about learning and teaching have yielded inconclusive results (Ingle & Robinson, 1965 ;Ingle & Zaret, 1968;Hedberg, 1979;Marso, 1971). One limitation of those comparisons was the use of course examination scores as the criterion for evaluating treatment effects.…”

Section: Discussionmentioning

confidence: 99%

“…Unfortunately, although experiential learning in school settings has always carried much in tui tive appeal (Chickering, 1977), its effects on career preparation and course achievement have been difficult to iden tify (Zeichner, 1980). Ingle and Robinson (1965) , for example, found no difference in either atti tudes or achievement between students who participated in field experiences and control students who did not. Ingle and Zaret (1968) conducted a follow-up study to test the hypothesis that tutoring, as a relatively active form of field participation , would do more to improve both perceptions and knowledge about children than would passive observation only .…”

Section: Field Experiences As Meaningful Contextsmentioning

confidence: 93%

See 1 more Smart Citation

Field Experiences As Meaningful Contexts for Learning about Learning

Ross

Hughes

Hill

1981

The Journal of Educational Research

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Section: Discussionmentioning

confidence: 99%

Section: Field Experiences As Meaningful Contextsmentioning

confidence: 93%

Field Experiences As Meaningful Contexts for Learning about Learning

Ross

Hughes

Hill

1981

The Journal of Educational Research

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“…Students in the experimental group responded more often in terms of process, and control students more often in terms of content, at the conclusion of the project. Ingle and Robinson (1965) reported no significant differences in Minnesota Teacher Attitude Inventory (MTA1) scores between students released from one class a week (to observe in schools in an educational psychology course) and those who spent all three sessions in class. Withall (1963) and DeVault and others (1964) reported results from the Wisconsin NIMH-sponsored teacher education study.…”

Section: Instructional Methods and Mediamentioning

confidence: 99%

Chapter II: Preservice and In-Service Education of Teachers

Denemark¹,

Macdonald²

1967

Review of Educational Research

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the best-seller list of American nonfiction. Similarly, one can note the attention given to the controversy over NCATE and the accreditation of teacher education, a subject treated in another chapter.Clearly the best known, most controversial, and in that sense at least, most significant large study of teacher education was that by Conant. Visiting 77 institutions in 22 states, Conant and a team talked with administrators, faculty, and students, observed classes, and studied programs through the examination of catalogs, course outlines, and textbooks. Twenty-seven recommendations emerged, concerning certification requirements, practice teaching, the establishment of clinical professors, an alluniversity approach to teacher education, and master's degree and inservice programs for the continuing education of teachers.Cartwright (1964), a staff member of the Conant project, summarized his views that the essence of the study included pleas for (a) much trial and study of the teaching process and of teacher preparation, (b) minimizing of regulation and certification requirements, (c) major reliance upon colleges for the development of programs and for certifying the competence of the products of those programs, and (d) direct responsibility of schools for participation in the preservice education of teachers.Reactions to the Conant report came from many quarters. Koerner (1964) registered his delight with "this very imperfect, incomplete, inconsistent, sometimes impressionistic, often woolly-minded but courageous and apocalyptic report." Analyses by Brickman (1964) and Anderson, Burnett, and Klassen (1965) were critical of the study, suggesting a lack of scholarship in the appraisal and a failure to supply any evidence for many of the assertions and conclusions drawn. A Journal of Teacher Education symposium (Edelfelt, 1964) registered varying opinions of educators in schools and colleges. The Seventeenth Yearbook of the AACTE (1964) included a report of an opinionnaire survey made at the Association's annual meeting, disclosing that 178 of 191 respondents indicated no changes or plans for change resulting from the study. One conclusion reached from the opinions sampled by 21 reporters in their local 233

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“…Students in the experimental group responded more often in terms of process, and control students more often in terms of content, at the conclusion of the project. Ingle and Robinson (1965) reported no significant differences in Minnesota Teacher Attitude Inventory (MTAI) scores between students released from one class a week (to observe in schools in an educational psychology course) and those who spent all three sessions in class. Withall (1963) and DeVault and others (1964) reported results from the Wisconsin NIMH-sponsored teacher education study.…”

Section: Instructional Methods and Mediamentioning

confidence: 99%