Student Evaluation of Peer-Group Microteaching as Preparation for Student Teaching

Student Evaluation of Peer-Group Microteaching as Preparation for Student Teaching

Peer-group microteaching in second language instruction training has several advantages: (1) peers are easily available at no cost, (2) they can offer more valuable feedback, (3) many different grouping situations can be simulated, (4) teachers can concentrate solely on skill teaching, (5) it is a l...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:The Modern language journal (Boulder, Colo.) Colo.), 1977-09, Vol.61 (5-6), p.229-236
Hauptverfasser: Clifford, Ray T., Jorstad, Helen L., Lange, Dale L.
Format: Artikel
Sprache:eng
Schlagworte:
College instruction
College students
Microteaching
Nonnative languages
Peer groups
Second language learning
Student teaching
Teacher education
Teaching skills
World language instruction
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
container_end_page 236
container_issue 5-6
container_start_page 229
container_title The Modern language journal (Boulder, Colo.)
container_volume 61
creator Clifford, Ray T.
Jorstad, Helen L.
Lange, Dale L.
description Peer-group microteaching in second language instruction training has several advantages: (1) peers are easily available at no cost, (2) they can offer more valuable feedback, (3) many different grouping situations can be simulated, (4) teachers can concentrate solely on skill teaching, (5) it is a low-threat situation, & (6) the same lesson can be covered several times to the teacher's satisfaction. Such situations would be replaced by real-pupil microteaching as the teacher gains greater proficiency. This technique was used with students for seven & one-half hours a week for ten weeks. To gain feedback, students were given a questionnaire on the usefulness, interest, organization, new ideas, & attitudes of each session. Rs perceived peer-group microteaching as a valuable experience both before & after real teaching experiences, although interest level was not always high. This was seen as the most important preteaching experience by participants. 6 Tables. T. Lamb
doi_str_mv 10.1111/j.1540-4781.1977.tb04787.x
format Article
fullrecord <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_85431682</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><jstor_id>325692</jstor_id><sourcerecordid>325692</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3607-64e2b92f15b20b3a40233001465ffd48e3dc9c9586dd1a04dd60569e27c0cc363</originalsourceid><addsrcrecordid>eNqVkUtP3DAUhS1UJKaU_xAVqbuE60fshFUrCgPS8CilIHVz5UkcSBriqZ3A8O_rKFNadVdvbMvfOTr3mJD3FBIa1kGT0FRALFRGE5orlfRLCBeVrLfI7PXpDZkBMBmrHNgOeet9AwCUZmJGrr_2Q2m6Pjp-0u2g-9p2ka2iK2NcPHd2WEXndeFsb3TxUHf3kfbRlTMr7Sa0si767XCzYd6R7Uq33uxt9l3y7eT45ug0XlzOz44-LeKCS1CxFIYtc1bRdMlgybUAxnmIJWRaVaXIDC-LvMjTTJYl1SDKUkIqc8NUAUWw4Lvkw-S7cvbnYHyPj7UvTNvqztjBY5YKTmXGArj_D9jYwXUhG1KWg1KCpaPd4USFcb13psKVqx-1e0EKOJaNDY6N4tgojmXjpmxcB_HHSfxct-blP5R4fvl5MR7_pGx8b93fFoyDQh4y5uMs8UTVvjfrV0q7HygVVyneXcxRZd_DV9MveMt_Ab2RoK0</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1290774256</pqid></control><display><type>article</type><title>Student Evaluation of Peer-Group Microteaching as Preparation for Student Teaching</title><source>Periodicals Index Online</source><source>Jstor Complete Legacy</source><creator>Clifford, Ray T. ; Jorstad, Helen L. ; Lange, Dale L.</creator><creatorcontrib>Clifford, Ray T. ; Jorstad, Helen L. ; Lange, Dale L.</creatorcontrib><description>Peer-group microteaching in second language instruction training has several advantages: (1) peers are easily available at no cost, (2) they can offer more valuable feedback, (3) many different grouping situations can be simulated, (4) teachers can concentrate solely on skill teaching, (5) it is a low-threat situation, &amp; (6) the same lesson can be covered several times to the teacher's satisfaction. Such situations would be replaced by real-pupil microteaching as the teacher gains greater proficiency. This technique was used with students for seven &amp; one-half hours a week for ten weeks. To gain feedback, students were given a questionnaire on the usefulness, interest, organization, new ideas, &amp; attitudes of each session. Rs perceived peer-group microteaching as a valuable experience both before &amp; after real teaching experiences, although interest level was not always high. This was seen as the most important preteaching experience by participants. 6 Tables. T. Lamb</description><identifier>ISSN: 0026-7902</identifier><identifier>EISSN: 1540-4781</identifier><identifier>DOI: 10.1111/j.1540-4781.1977.tb04787.x</identifier><identifier>CODEN: MOLJA8</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>College instruction ; College students ; Microteaching ; Nonnative languages ; Peer groups ; Second language learning ; Student teaching ; Teacher education ; Teaching skills ; World language instruction</subject><ispartof>The Modern language journal (Boulder, Colo.), 1977-09, Vol.61 (5-6), p.229-236</ispartof><rights>Copyright 1977 The Modern Language Journal</rights><rights>1977 The Modern Language Journal</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3607-64e2b92f15b20b3a40233001465ffd48e3dc9c9586dd1a04dd60569e27c0cc363</citedby><cites>FETCH-LOGICAL-c3607-64e2b92f15b20b3a40233001465ffd48e3dc9c9586dd1a04dd60569e27c0cc363</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/325692$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/325692$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27848,27903,27904,57995,58228</link.rule.ids></links><search><creatorcontrib>Clifford, Ray T.</creatorcontrib><creatorcontrib>Jorstad, Helen L.</creatorcontrib><creatorcontrib>Lange, Dale L.</creatorcontrib><title>Student Evaluation of Peer-Group Microteaching as Preparation for Student Teaching</title><title>The Modern language journal (Boulder, Colo.)</title><description>Peer-group microteaching in second language instruction training has several advantages: (1) peers are easily available at no cost, (2) they can offer more valuable feedback, (3) many different grouping situations can be simulated, (4) teachers can concentrate solely on skill teaching, (5) it is a low-threat situation, &amp; (6) the same lesson can be covered several times to the teacher's satisfaction. Such situations would be replaced by real-pupil microteaching as the teacher gains greater proficiency. This technique was used with students for seven &amp; one-half hours a week for ten weeks. To gain feedback, students were given a questionnaire on the usefulness, interest, organization, new ideas, &amp; attitudes of each session. Rs perceived peer-group microteaching as a valuable experience both before &amp; after real teaching experiences, although interest level was not always high. This was seen as the most important preteaching experience by participants. 6 Tables. T. Lamb</description><subject>College instruction</subject><subject>College students</subject><subject>Microteaching</subject><subject>Nonnative languages</subject><subject>Peer groups</subject><subject>Second language learning</subject><subject>Student teaching</subject><subject>Teacher education</subject><subject>Teaching skills</subject><subject>World language instruction</subject><issn>0026-7902</issn><issn>1540-4781</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1977</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNqVkUtP3DAUhS1UJKaU_xAVqbuE60fshFUrCgPS8CilIHVz5UkcSBriqZ3A8O_rKFNadVdvbMvfOTr3mJD3FBIa1kGT0FRALFRGE5orlfRLCBeVrLfI7PXpDZkBMBmrHNgOeet9AwCUZmJGrr_2Q2m6Pjp-0u2g-9p2ka2iK2NcPHd2WEXndeFsb3TxUHf3kfbRlTMr7Sa0si767XCzYd6R7Uq33uxt9l3y7eT45ug0XlzOz44-LeKCS1CxFIYtc1bRdMlgybUAxnmIJWRaVaXIDC-LvMjTTJYl1SDKUkIqc8NUAUWw4Lvkw-S7cvbnYHyPj7UvTNvqztjBY5YKTmXGArj_D9jYwXUhG1KWg1KCpaPd4USFcb13psKVqx-1e0EKOJaNDY6N4tgojmXjpmxcB_HHSfxct-blP5R4fvl5MR7_pGx8b93fFoyDQh4y5uMs8UTVvjfrV0q7HygVVyneXcxRZd_DV9MveMt_Ab2RoK0</recordid><startdate>197709</startdate><enddate>197709</enddate><creator>Clifford, Ray T.</creator><creator>Jorstad, Helen L.</creator><creator>Lange, Dale L.</creator><general>Blackwell Publishing Ltd</general><general>National Federation of Modern Language Teachers</general><general>National Federation of Modern Language Teachers Associations</general><scope>BSCLL</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IOIBA</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7T9</scope></search><sort><creationdate>197709</creationdate><title>Student Evaluation of Peer-Group Microteaching as Preparation for Student Teaching</title><author>Clifford, Ray T. ; Jorstad, Helen L. ; Lange, Dale L.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3607-64e2b92f15b20b3a40233001465ffd48e3dc9c9586dd1a04dd60569e27c0cc363</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1977</creationdate><topic>College instruction</topic><topic>College students</topic><topic>Microteaching</topic><topic>Nonnative languages</topic><topic>Peer groups</topic><topic>Second language learning</topic><topic>Student teaching</topic><topic>Teacher education</topic><topic>Teaching skills</topic><topic>World language instruction</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Clifford, Ray T.</creatorcontrib><creatorcontrib>Jorstad, Helen L.</creatorcontrib><creatorcontrib>Lange, Dale L.</creatorcontrib><collection>Istex</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 29</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access &amp; Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access &amp; Build (Plan A) - APAC</collection><collection>Primary Sources Access &amp; Build (Plan A) - Canada</collection><collection>Primary Sources Access &amp; Build (Plan A) - West</collection><collection>Primary Sources Access &amp; Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - Midwest</collection><collection>Primary Sources Access &amp; Build (Plan A) - North Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Northeast</collection><collection>Primary Sources Access &amp; Build (Plan A) - South Central</collection><collection>Primary Sources Access &amp; Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>The Modern language journal (Boulder, Colo.)</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Clifford, Ray T.</au><au>Jorstad, Helen L.</au><au>Lange, Dale L.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Student Evaluation of Peer-Group Microteaching as Preparation for Student Teaching</atitle><jtitle>The Modern language journal (Boulder, Colo.)</jtitle><date>1977-09</date><risdate>1977</risdate><volume>61</volume><issue>5-6</issue><spage>229</spage><epage>236</epage><pages>229-236</pages><issn>0026-7902</issn><eissn>1540-4781</eissn><coden>MOLJA8</coden><abstract>Peer-group microteaching in second language instruction training has several advantages: (1) peers are easily available at no cost, (2) they can offer more valuable feedback, (3) many different grouping situations can be simulated, (4) teachers can concentrate solely on skill teaching, (5) it is a low-threat situation, &amp; (6) the same lesson can be covered several times to the teacher's satisfaction. Such situations would be replaced by real-pupil microteaching as the teacher gains greater proficiency. This technique was used with students for seven &amp; one-half hours a week for ten weeks. To gain feedback, students were given a questionnaire on the usefulness, interest, organization, new ideas, &amp; attitudes of each session. Rs perceived peer-group microteaching as a valuable experience both before &amp; after real teaching experiences, although interest level was not always high. This was seen as the most important preteaching experience by participants. 6 Tables. T. Lamb</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.1111/j.1540-4781.1977.tb04787.x</doi><tpages>8</tpages></addata></record>
fulltext fulltext
identifier ISSN: 0026-7902
ispartof The Modern language journal (Boulder, Colo.), 1977-09, Vol.61 (5-6), p.229-236
issn 0026-7902
1540-4781
language eng
recordid cdi_proquest_miscellaneous_85431682
source Periodicals Index Online; Jstor Complete Legacy
subjects College instruction
College students
Microteaching
Nonnative languages
Peer groups
Second language learning
Student teaching
Teacher education
Teaching skills
World language instruction
title Student Evaluation of Peer-Group Microteaching as Preparation for Student Teaching
url https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-26T21%3A59%3A04IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Student%20Evaluation%20of%20Peer-Group%20Microteaching%20as%20Preparation%20for%20Student%20Teaching&rft.jtitle=The%20Modern%20language%20journal%20(Boulder,%20Colo.)&rft.au=Clifford,%20Ray%20T.&rft.date=1977-09&rft.volume=61&rft.issue=5-6&rft.spage=229&rft.epage=236&rft.pages=229-236&rft.issn=0026-7902&rft.eissn=1540-4781&rft.coden=MOLJA8&rft_id=info:doi/10.1111/j.1540-4781.1977.tb04787.x&rft_dat=%3Cjstor_proqu%3E325692%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1290774256&rft_id=info:pmid/&rft_jstor_id=325692&rfr_iscdi=true