Instructional Methods and Course Goals Preferred by Preservice Elementary and Secondary Teachers.
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ERIC Institute of Education Sciences
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1985
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| _version_ | 1867181889075281921 |
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| author | Skipper, Charles E. |
| author_facet | Skipper, Charles E. Skipper, Charles E. |
| collection | Education Resources Information Center |
| contents | Instructional Methods and Course Goals Preferred by Preservice Elementary and Secondary Teachers. Skipper, Charles E. Comparative Analysis Education Majors Elementary School Teachers Higher Education Learning Strategies Preservice Teacher Education Secondary School Teachers Student Attitudes Teacher Education Programs Teaching Methods This study sought to determine differences between elementary and secondary preservice teachers in their preference for various instructional methods and goals in their professional education courses. Subjects were 129 elementary and 110 secondary students enrolled in a course required for teacher certification and usually the last course taken before student teaching. To measure preference toward instructional methods, the participants responded to 16 items which called for the expression of attitudes toward professor and student behavior in lecture, group discussion, individual oral reports, case studies, panel discusion, and various audio-visual aids. To determine preference for course goals, six goals were specified--learning facts, developing oral expression, developing library research skills, developing thinking skills, presenting and defending ideas in class, and developing independent learners. Five general statements were also presented concerning the value of quizzes, the importance of course organization, the importance of the professor's learning student names, the use of essay tests and the value of gearing the course to only the brightest students. Results showed that elementary teachers had statistically different preferences in five teaching methods, one course goal, and one organizational concept. They preferred to learn in a group and did not favor individual oral presentations. They also preferred classes to be well organized and kept on schedule, and believed the most important goal of a college class to be the development of independent learners. It is suggested that the college teacher can provide a variety of learning activities that will increase student interest and motivation while serving as a model of a caring teacher, interested in the preferences both of the group and the individual. (JD) |
| format | Recurso educativo Open Access |
| id | eric_ED261031 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1985 |
| record_format | eric |
| spellingShingle | Instructional Methods and Course Goals Preferred by Preservice Elementary and Secondary Teachers. Skipper, Charles E. Comparative Analysis Education Majors Elementary School Teachers Higher Education Learning Strategies Preservice Teacher Education Secondary School Teachers Student Attitudes Teacher Education Programs Teaching Methods Instructional Methods and Course Goals Preferred by Preservice Elementary and Secondary Teachers. Skipper, Charles E. Comparative Analysis Education Majors Elementary School Teachers Higher Education Learning Strategies Preservice Teacher Education Secondary School Teachers Student Attitudes Teacher Education Programs Teaching Methods This study sought to determine differences between elementary and secondary preservice teachers in their preference for various instructional methods and goals in their professional education courses. Subjects were 129 elementary and 110 secondary students enrolled in a course required for teacher certification and usually the last course taken before student teaching. To measure preference toward instructional methods, the participants responded to 16 items which called for the expression of attitudes toward professor and student behavior in lecture, group discussion, individual oral reports, case studies, panel discusion, and various audio-visual aids. To determine preference for course goals, six goals were specified--learning facts, developing oral expression, developing library research skills, developing thinking skills, presenting and defending ideas in class, and developing independent learners. Five general statements were also presented concerning the value of quizzes, the importance of course organization, the importance of the professor's learning student names, the use of essay tests and the value of gearing the course to only the brightest students. Results showed that elementary teachers had statistically different preferences in five teaching methods, one course goal, and one organizational concept. They preferred to learn in a group and did not favor individual oral presentations. They also preferred classes to be well organized and kept on schedule, and believed the most important goal of a college class to be the development of independent learners. It is suggested that the college teacher can provide a variety of learning activities that will increase student interest and motivation while serving as a model of a caring teacher, interested in the preferences both of the group and the individual. (JD) |
| title | Instructional Methods and Course Goals Preferred by Preservice Elementary and Secondary Teachers. |
| topic | Comparative Analysis Education Majors Elementary School Teachers Higher Education Learning Strategies Preservice Teacher Education Secondary School Teachers Student Attitudes Teacher Education Programs Teaching Methods |
| url | https://eric.ed.gov/?id=ED261031 |