The effects of microteaching on pre-service teachers' knowledge and implementation of the concept mastery routine
2013-06
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
The effects of microteaching on pre-service teachers' knowledge and implementation of the concept mastery routine
Authors
Published Date
2013-06
Publisher
Type
Thesis or Dissertation
Abstract
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.
Description
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.
Related to
Replaces
License
Collections
Series/Report Number
Funding information
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Lindell, Mary Ann. (2013). The effects of microteaching on pre-service teachers' knowledge and implementation of the concept mastery routine. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/158762.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.