Teaching teaching skills

Towards An Analysis of PGCE Courses1

“…The pessimistic view stated by Stones in 1976 that 'At the heart of many Postgraduate Certificate courses is a fundamental distinction between theory and practice. Theory is the province of the lecturers in the various education disciplines and practice is the province of the "method" tutors' (Stones, 1976) is, at least in the case of CNAA-validated courses, no longer acceptable at face value. The possibility of this disjunction and the retarding effects of staff isolationism often underlies the central thrust of the Postgraduate Initial Training Board's questioning of course teams.…”

Using research in the teaching of management

“…There has been a lot of criticism recently of orthodox or traditional approaches to teaching, in which the teacher's job is seen as transmitting knowledge, usually by means of lectures or seminars, to a number of students at the same time (e.g. Costin, 1982;Stones, 1976). Whilst this can be a very efficient method of teaching, research has shown that it is likely to be 'effective' only when (a) there is an accurate diagnosis of what the learner needs to know; (b) the teacher has the knowledge and ability to transfer knowledge effectively to students; and (c) there is no problem in the students' transferring this knowledge into effective practice later on (Wragg, 1974;McLeish, 1978).…”

Teaching practice supervision ‐‐ a research report∗

“…Griffiths (1975) and Cope (1975) both think that other methods of practical training need to be explored in order to supplement or partially replace school practice, and thereby to improve the practical training of teachers. Skill training, using microteaching and interaction analysis, is advocated by Brown (1975) and Stones (1976).…”