Effects of practice teaching on practice teachers' ability to observe classes

Correlation of their image of teaching, teachers, and children with their observational skills

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The purpose of the present study was to investigate effects of practice teaching on the development of practice teachers' observational skills that are linked with images of teaching, teachers, and children. Practice teachers (JV = 53) recorded their impressions of a videotaped math class in an elementary school before and after they did practice teaching. The following aspects of the practice teachers' observational skills, as revealed in those reports, were analyzed : (a) the number of descriptions that identified problems in the class, (b) the number of descriptions that proposed alternative plans for the class, and (c) their evaluation skills. The major findings were : (a) both the number of problems identified and the number of alternative proposals generally increased after practice teaching, (b) the increase in the number of alternative proposals was correlated with a positive image of teaching and teachers, and (c) the experienced teachers had better class evaluation skills than the practice teachers did. Discussion of these findings referred to effects of practice teaching on the observational skills of practice teachers, and presented some pedagogical implications.

Original languageEnglish
Pages (from-to)341-352
Number of pages12
JournalJapanese Journal of Educational Psychology
Volume56
Issue number3
Publication statusPublished - 2008
Externally publishedYes

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teaching practice
Teaching
ability
teacher
evaluation
elementary school

Keywords

  • Image of children
  • Image of teachers
  • Image of teaching
  • Observational skills
  • Practice teaching

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

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