Laboratory skill training and student teacher classroom performance

Willis D. Copeland, Walter Doyle

Research output: Contribution to journalArticle

21 Scopus citations

Abstract

The assumption that laboratory skill training has a direct influence on classroom performance was tested for a sample of social studies student teachers. Experimental group Ss received six weeks of microteaching training and their teaching performance was compared with that of control Ss in student teaching classrooms. Difference in classroom performance as measured by a low-inference coding system were not significant. Results are discussed in terms of possible interaction effects between laboratory training and student teaching.

Original languageEnglish (US)
Pages (from-to)16-21
Number of pages6
JournalJournal of Experimental Education
Volume42
Issue number1
DOIs
StatePublished - Jan 1 1973

    Fingerprint

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this