{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69122"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69122","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An Evaluation of Selected Components of Micro-Teaching Practice in Teacher Education at the University of Illinois at Urbana-Champaign","abstract":"The purpose of this study was to identify the strengths and weaknesses of the components of the general methods course, Micro-teaching: Practice in Teaching Techniques (Secondary Education 239) at the University of Illinois at Urbana-Champaign.","abstract_html":"The purpose of this study was to identify the strengths and weaknesses of the components of the general methods course, Micro-teaching: Practice in Teaching Techniques (Secondary Education 239) at the University of Illinois at Urbana-Champaign.","abstract_has_math":false,"creators":["Jerich, Kenneth Frank"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Educat.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-12-15T18:51:25Z","date_published":"2014-12-15T18:51:25Z","updated_at":"2026-07-22T22:26:00Z","subjects":["Education, Teacher Training"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(UMI)AAI8721665"],"render_values":[{"text":"(UMI)AAI8721665","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/69122","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Jerich, Kenneth Frank"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2014-12-15T18:51:25Z","10000-01-01","1987"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Educat.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Teacher Training"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/69122","(UMI)AAI8721665"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The purpose of this study was to identify the strengths and weaknesses of the components of the general methods course, Micro-teaching: Practice in Teaching Techniques (Secondary Education 239) at the University of Illinois at Urbana-Champaign.","The components under investigation were (a) classroom instruction, (b) laboratory pre-conference, (c) laboratory teaching practice, and (d) laboratory post-conferences. Strengths and weaknesses of the program were discerned through an analysis of the extent to which pre-service teachers perceived the four components of the general methods course contributed to their understandings of two complementary clusters of teaching strategies: teacher-centered approaches and learner-centered approaches. The criterion variable of interest was that of "impact" and was assessed through the use of a self assessment questionnaire and a structured interview.","The sample involved 88 secondary education teacher education candidates enrolled in the course. The study was carried out during the fall semester of 1985 (n = 42) and spring semester of 1986 (n = 46).","The classroom instruction component had a greater impact on acquiring the goals of the teacher-centered teaching strategies than the goals of the learner-centered teaching strategies. In the laboratory pre-conference; the laboratory teaching practice; and, the laboratory post-conference components, there were no significant differences in impact between the teacher- and learner-centered teaching strategies.","Recommendations included: (a) academic learning time, (i.e., the faculty should review time allotments within the classroom component to ensure that important topics receive proper emphasis); (b) transfer, (i.e., the data suggest that the 30-minute laboratory pre-conference sessions play a critical role in the teaching-learning processes of the course, and must be maintained in the model); (c) learning by doing, (i.e., the scale and the scope of the simulation, as practiced currently, involving twelve 20-minute micro-lessons, seem appropriate for the goals of the course); and (d) supervisory behavioral style, (i.e., a majority of pre-service teachers attributed the efficacy of the post-conference component (30-minute sessions) to a clinical supervisory style and were convinced that it contributed to their understandings of the teaching strategies).","Made available in DSpace on 2014-12-15T18:51:25Z (GMT). No. of bitstreams: 1 8721665.pdf: 8233592 bytes, checksum: 211918c1b317d0dcd24c74289c93ccf4 (MD5) Previous issue date: 1987","Embargo set by: Seth Robbins for item 69288 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","222 p.","Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1987."]},{"key":"dc:title","label":"Title","values":["An Evaluation of Selected Components of Micro-Teaching Practice in Teacher Education at the University of Illinois at Urbana-Champaign"]}]}],"canonical_facts":{"dc:creator":["Jerich, Kenneth Frank"],"dc:date":["2014-12-15T18:51:25Z","10000-01-01","1987"],"dc:description":["The purpose of this study was to identify the strengths and weaknesses of the components of the general methods course, Micro-teaching: Practice in Teaching Techniques (Secondary Education 239) at the University of Illinois at Urbana-Champaign.","The components under investigation were (a) classroom instruction, (b) laboratory pre-conference, (c) laboratory teaching practice, and (d) laboratory post-conferences. Strengths and weaknesses of the program were discerned through an analysis of the extent to which pre-service teachers perceived the four components of the general methods course contributed to their understandings of two complementary clusters of teaching strategies: teacher-centered approaches and learner-centered approaches. The criterion variable of interest was that of "impact" and was assessed through the use of a self assessment questionnaire and a structured interview.","The sample involved 88 secondary education teacher education candidates enrolled in the course. The study was carried out during the fall semester of 1985 (n = 42) and spring semester of 1986 (n = 46).","The classroom instruction component had a greater impact on acquiring the goals of the teacher-centered teaching strategies than the goals of the learner-centered teaching strategies. In the laboratory pre-conference; the laboratory teaching practice; and, the laboratory post-conference components, there were no significant differences in impact between the teacher- and learner-centered teaching strategies.","Recommendations included: (a) academic learning time, (i.e., the faculty should review time allotments within the classroom component to ensure that important topics receive proper emphasis); (b) transfer, (i.e., the data suggest that the 30-minute laboratory pre-conference sessions play a critical role in the teaching-learning processes of the course, and must be maintained in the model); (c) learning by doing, (i.e., the scale and the scope of the simulation, as practiced currently, involving twelve 20-minute micro-lessons, seem appropriate for the goals of the course); and (d) supervisory behavioral style, (i.e., a majority of pre-service teachers attributed the efficacy of the post-conference component (30-minute sessions) to a clinical supervisory style and were convinced that it contributed to their understandings of the teaching strategies).","Made available in DSpace on 2014-12-15T18:51:25Z (GMT). No. of bitstreams: 1 8721665.pdf: 8233592 bytes, checksum: 211918c1b317d0dcd24c74289c93ccf4 (MD5) Previous issue date: 1987","Embargo set by: Seth Robbins for item 69288 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","222 p.","Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1987."],"dc:identifier":["http://hdl.handle.net/2142/69122","(UMI)AAI8721665"],"dc:subject":["Education, Teacher Training"],"dc:title":["An Evaluation of Selected Components of Micro-Teaching Practice in Teacher Education at the University of Illinois at Urbana-Champaign"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Educat.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:00Z"}