Laboratory skill training and student teacher classroom performance

Willis D. Copeland, Walter - Doyle

Research output: Contribution to journalArticle

21 Citations (Scopus)

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 - 1973
Externally publishedYes

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student teacher
Teaching
Students
classroom
microteaching
performance
social studies
coding
student
interaction
Group

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Laboratory skill training and student teacher classroom performance. / Copeland, Willis D.; Doyle, Walter -.

In: Journal of Experimental Education, Vol. 42, No. 1, 1973, p. 16-21.

Research output: Contribution to journalArticle

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