Effects of group discussion and modeling on undergraduate student teachers' ability to observe classes

Research output: Contribution to journalArticlepeer-review

Abstract

The purpose of the present study was to investigate effects of group discussion and modeling on undergraduate student teachers' ability to observe classes, focusing on the differences between second-year university students (N = 55) who had not had experience as student teachers and third-year university students (N = 67) who had done some student teaching. The major findings were as follows: (a) after modeling was provided, the quantity of problems identified by both groups of students increased, (b) after group discussion and modeling were provided, the quantity of problems that the second-year group identified regarding teachers' basic pedagogical skills increased, and (c) the quantity of alternative plans that the students proposed for the classes did not increase following group discussion and modeling.

Original languageEnglish
Pages (from-to)277-289
Number of pages13
JournalJapanese Journal of Educational Psychology
Volume62
Issue number3
DOIs
Publication statusPublished - Dec 1 2013

Keywords

  • Experience as student teacher
  • Group discussion
  • Modeling
  • Observational skills
  • Student teachers

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Effects of group discussion and modeling on undergraduate student teachers' ability to observe classes'. Together they form a unique fingerprint.

Cite this