The effects of a guided training experience on the instructional clarity of preservice teachers

Metcalf, Kim K.

doi:10.1016/0742-051x(92)90026-y

Cited by 11 publications

(10 citation statements)

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“…It is unfortunate that other recent work in the microteaching area (Winitzky & Arends, 1991;Metcalf, 1992) on important aspects of teaching skill development, such as teacher clarity and the use of microteaching processes, has not involved evidence of transfer of skills to the natural classroom. The need for this type of evidence is recognized by Metcalf (1992) and others, but unfortunately few studies into superiorteaching-skill development make assessments of skill durability, generalization and transfer to natural settings.…”

Section: Recent Research On Skill Durability Generalisation and Tranmentioning

confidence: 95%

“…The need for this type of evidence is recognized by Metcalf (1992) and others, but unfortunately few studies into superiorteaching-skill development make assessments of skill durability, generalization and transfer to natural settings.…”

Section: Recent Research On Skill Durability Generalisation and Tranmentioning

confidence: 95%

“…Recently, however, some other signs of renewed interest in microteaching have been evident in reported research and theory (for example, Cornford, 1991;Winitzky & Arends, 1991;Metcalf, 1992;Leinhardt, 1993). In fact, there appear to be a number of good reasons why microteaching should again be taken very seriously and be used selectively but consistently in teacher-education programmes.…”

Section: Introductionmentioning

confidence: 94%

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Is There a Role for Microteaching in the 1990s?

Cornford

1996

Asia-Pacific Journal of Teacher Education

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Microteaching, once considered a major advance in teacher education, has largely fallen from favour. The reasons why this has occurred are considered here. The approaches adopted in recent research to establish successful skill development, durability, generalization and transfer are examined, and the importance of self-instruction strategy and problem-solving components is highlighted. Problems associated with teaching-skill development in the natural classroom are explored. Advances in microteaching research and technology and the problems encountered in teaching-skill development in the natural classroom together provide good reasons for the serious re-deployment of microteaching processes in teaching-skill development. A case study is used to illustrate the ways in which microteaching processes may be employed with modem video technology. It is concluded that the two empirically validated microteaching models possess elements which reflect a number of current research concerns and that they have the potential to produce more thoughtful, critical and skilled teachers.

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Section: Recent Research On Skill Durability Generalisation and Tranmentioning

confidence: 95%

Section: Recent Research On Skill Durability Generalisation and Tranmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 94%

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Is There a Role for Microteaching in the 1990s?

Cornford

1996

Asia-Pacific Journal of Teacher Education

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“…These components are found in many school-wide positive behavioral support systems that focus on increasing consistency of adult behaviors across school settings (e.g., Park, 2007). Teachers also need to provide students with clear, unambiguous instructional language (or teacher talk; Metcalf, 1992), including explicitly stated directions to increase compliance (Matheson & Shriver, 2005). An added benefit of such programs may be that universal management procedures provide adults with a semistructured "script" that encourages consistent use of language for teaching and reinforcing prosocial behavior.…”

Section: Supporting Students With Behavior and Language Impairmentsmentioning

confidence: 99%

Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities

Hollo

Chow

2015

Beyond Behavior

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“…Another aspect of the broader learning environment pertains to teacher's instructional clarity (e.g., Metcalf 1992). Interestingly, research on this dimension has not only demonstrated strong relations between instructional clarity and subsequent learning outcomes but also a remarkable conformity between student and observer ratings on different dimensions of clarity (Hines et al 1985).…”

Section: Other Teacher-and Student-dependent Causes Of Systematic Varmentioning

confidence: 99%

Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study

Kärner

Warwas

2015

Empirical Res Voc Ed Train

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Background: Descriptive accounts of instruction in German vocational schools consistently indicate whole-class dialogue to be prevalent. We aim to extend previous research by elucidating pedagogically valuable dialogic practices that facilitate conceptual understanding, and by empirically investigating factors that promote or hinder student engagement in these practices. We focus on prior knowledge in the domain discussed, because knowledge differences count among the prime sources of heterogeneity among vocational students in Germany. However, with survey studies suggesting a decisive role of communication apprehension, we also intend to explore if feelings of uncertainty in ongoing verbal interactions moderate the knowledgeengagement relationship, while controlling for potential confounding and competing influences. Methods:The study employs a longitudinal, multi-method design. It combines video recordings of nine consecutive lessons about Economic Business Processes in two classes, preceding tests on intellectual abilities and economic literacy, questionnaire reports of teacher-student relations and instructional clarity, and Continuous State Sampling during instructional activities. Interactional features were classified by applying a fine-grained category system that distinguishes coordinating gestures as well as types and qualities of dialogic exchanges.Results and discussion: Hierarchical regression analyses provide some evidence that getting opportunities to engage in valuable components of classroom dialogue depend on domain-specific prior knowledge. Differential teacher treatment exists in cold calling strategies and demanding follow-up techniques, even after controlling for students' gender. Moderated regressions for effects of prior knowledge and situational uncertainty on students' communicative behaviours indicate that advanced knowledge structures do not affect the mere quantity of a student's verbal contributions. But they robustly predict the degree of elaboration in given answers, together with positive teacher-student-relations, and net of the influences of student gender and instructional clarity. Feelings of uncertainty neither keep students from participating in classroom dialogue nor impair the quality of their contributions. Open Access© 2015 Kärner and Warwas. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Kärner and Warwas Empirical Res Voc Ed Train (2015) 7:11 DOI 10.1186/s40461-015-0023-7 Page 2 of 26 Kärner and Warwas Empirical Res Voc Ed Train (2015) 7:11 Conclusions: Results suggest that domain-specific prior knowledge is not an indispensable prerequisite to contribute 'somehow' to classroom dialogue. However, it is a decisive...

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The effects of a guided training experience on the instructional clarity of preservice teachers

Cited by 11 publications

References 5 publications

Is There a Role for Microteaching in the 1990s?

Is There a Role for Microteaching in the 1990s?

Communicative Functions of Problem Behavior for Students with High-Incidence Disabilities

Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study

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