Techniques for Facilitating the Generalization of Teaching Skills From Microteaching to Classroom Settings

The effect of variations in microteaching and supervision on the generalization of teaching skills from laboratory to classroom settings was investigated with eight masters level teacher trainees. After reading materials about the skill, they received training on expanding utterances and asking questions during microteaching. The variations in microteaching were reteaching the same example or a different example during the reteach phase. Variations in supervision were either receiving feedback from a training program supervisor or comparing one's own performance to criteria. For each skill, both microteaching conditions were completed prior to the beginning of supervisory conditions. All conditions were completed before the second skill, viewed as a replication of the first, was begun.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2014

Author dc:creator

• Hallau, Margaret Gardner

• Education, Teacher Training

Identifier

(UMI)AAI8302876

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/68827