Conceptually-based teaching relies on the premise that skills can be acquired through instruction or intervention directed at the acquisition or formation of concepts defining those skills. Research indicates that methods directed at conceptual change result in gains in complex teaching skills and that concepts mediate skills. (TJH)

The purpose of this study was to assess the effectiveness of training in changing two complex teaching skills under controlled training conditions. Participants were 20 experienced teachers. The skills involved questioning strategy and clarity of explanations. The significance of the findings for teacher effectiveness and teacher education is…

A series of studies demonstrated that instruction or intervention directed at change in conceptual variables resulted in changes in teaching performance. Implications for practice and research emphasize greater attention to conceptual variables as aspects of training. (Author/DF)

To identify variables influencing the acquisition of teaching skills, 26 studies addressing the acquisition of the generic skill of questioning were synthesized through meta-analysis. The training variables considered include general effect, method, duration, number of sessions, experience and academic certification levels of trainees, and…

A teacher's understanding of any teaching behavior or skill must be tested in the context of actual teaching. However, practice that is unenlightened by understanding and by the mastery of concepts about teaching behaviors and skills is of uncertain value in teacher training. (JN)

Study tested several hypotheses relating concept learning to the use of teaching skills in training settings. Data from 14 training studies that measured both factors were analyzed. Results showed significant relationships between the concept and skill variables and suggested that skill acquisition in a training setting is mediated by concept…

Results are presented from a study that implemented and assessed the effectiveness of a research-based model for training preservice secondary teaching trainees (N=97) in a complex teaching skill: clarity of explanation. Extensive discussion is presented on the study design and implementation. (IAH)