Year: 2012
Type: dissertation
Abstract: Currently, there is a body of research available that clearly specifies effective teaching behaviors and quality indicators of a given behavior (Rosenshine, 2012; Danielson, 2007; Stronge, 2007; Rosenshine, 1983; Brophy, 1979). Research is lacking in defining practices that develop effective teaching behaviors in pre-service teachers. The primary objective of this study was to determine the effects of various forms of instructional modes, settings, and experiences on students’ ability to demonstrate desired effective teaching behaviors. The secondary objective of this study was to determine if on-going self-reflection coupled with various forms of feedback supported students in becoming more effective reflective practitioners. The purpose of this research was to examine if there was a relationship between pre-service students’ participation in TeachLivETM and their ability to demonstrate effective teaching behaviors in a practicum setting and reflect on those behaviors.
Author: April N. Enicks
Institution: Western Michigan University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1595218979