The purpose of the present study was to investigate the effects of a teacher education pedagogy (microteaching) on pre-service general education teachers' knowledge and implementation of the Concept Mastery Routine (CMR), a research-based intervention, and on their teacher efficacy. In addition, this study explored the feasibility of implementing a randomized, control-group study in the context of a teacher preparation class. One hundred pre-service teachers from a teacher education course participated in the study. Participants were assigned randomly to a treatment or control condition. Knowledge of CMR and teacher efficacy were assessed at pre and posttest and fidelity of implementation of CMR was assessed at posttest only. For knowledge and efficacy measures, a repeated measures ANOVA was conducted with time (pretest and posttest) as the within-subjects effect and condition (treatment or control) as the between subjects effect. On the knowledge tests there was a significant effect of time, but the interaction between time and condition and the within subjects effect for condition were not significant. On the efficacy measure the interaction between time and condition, the between subjects effect for condition, and within subjects effect for time were not significant. The implementation measure was analyzed using an independent samples t-test and no significant difference between groups was found. Implications for conducting rigorous within teacher education setting are discussed.
University of Minnesota Ph.D. dissertation. June 2013. Major: Educational Psychology. Advisor: Dr. Kristen McMaster, Dr. Susan Hupp. 1 computer file (PDF); vi, 127 pages, appendices A-G.
Lindell, Mary Ann.
The effects of microteaching on pre-service teachers' knowledge and implementation of the concept mastery routine.
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