The minicourse as a vehicle for changing teacher behavior: A three-year follow-up.

Abstract

A 3-year follow-up of teachers trained in. Minicourse 1 was reported. Videotape recordings of each of 24 experimental teachers were made before, immediately after, 4 months after, and 39 months after training. These recordings were analyzed to compare the level of teacher performance on each specific skill covered in Minicourse 1 at each of four checkpoints. An analysis of variance revealed that on the postcourse evaluation the subjects were significantly above their precourse level on all 10 behaviors. Comparisons between performance before the course and on the 4-month follow-up revealed significant differences on nine behaviors. After 39 months, the performance of the subjects was still significantly superior to their precourse performance on 8 of the 10 behaviors that were scored. Previous ResearchMicroteaching is a process in which the trainee practices specific teaching skills by teaching a short lesson to a small group of pupils. The lesson is usually recorded on videotape and evaluated by the trainee. Research at Stanford (Allen & Fortune, 1966) found that interns spending 10 hours per

Video Feedback in Education and Training: Putting Learning in the Picture

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“…The use of video in teacher education was introduced in Western countries like the United States in 1960. Since then, a variety of video-based programs have been popular, from micro-teaching sessions (Borg, 1972) to the programs that involve the latest multimedia (Lampert & Ball, 1998). At first, the recording of video in the classroom was only used by substitute teachers for evaluations (Olivero, 1965).…”

The Influence of Personality on Learning to Teach: effects and delayed effects of microteaching

“…It is of interest that even very anxious first year students were not handicapped by concurrent assessment of teaching and were, if anything better when assessed in a test lesson. The experiment also clarifies the fact that (pace Borg, 1972), academic knowledge about teaching can improve classroom performance in areas such as setting objectives, structuring and selecting materials. On the other hand, in areas such as focusing, guiding and involving, personal feedback from videotape gives greater success.…”

“…What teachers get out of such courses is academic knowledge about teaching" (Borg, 1972). It was also intended to overcome the difficulty that "teaching practice is largely haphazard and unstructured, and is not an adequate preparation for subsequent teaching" (Tansey, 1969).…”