Describes activities over the past three years of a group in Mexico dedicated to improving teacher training for teachers of French. (Text is in French.) (AM)

A microteaching teacher-preparation strategy and the traditional instructional approach were compared. The complexities of a manipulative demonstration were broken down into identifiable and teachable skills. The greater effectiveness of the microteaching strategy was attributed in part to the reduced number of skills the student concentrated on…

The paper's proposition is that many "overtly behavioristic" innovations in teacher education (performance-based education, microteaching, microsupervision, and microcounseling) are not in conflict with the humanistic approach; the critical need for understanding and application of the construct of intentionality demands that humanists…

Condensed from "The Arithmetic Teacher, Volume 15 (December 1968), 727-34.

A demonstrated model for effective instructional skill improvement in the medical clinical sciences is described. A two-year project was funded by the National Fund for Medical Education to design and implement a program to assist house staff in the improvement of clinical instruction. A total of 148 medical residents were surveyed about their…

THE INSTITUTE PROGRAM OF ADVANCED TRAINING IN LITERATURE AND CULTURE IN TECHNIQUES FOR PRESENTING THEM IN ADVANCED FRENCH CLASSES IN HIGH SCHOOL IS SUMMARIZED. EMPHASIZING THE UNIQUE FEATURE OF THE INSTITUTE, WHICH WAS THE VIDEOTAPING OF THE MICROTEACHING PERFORMED BY THE PARTICIPANTS WITH FOLLOWUP STUDY AND CRITIQUE OF THE TAPED PERFORMANCE, THE…

To extend previous research findings on the effectiveness of microteaching techniques, all 40 candidates in the 1967 San Jose State College summer elementary intern teaching program were randomly divided into 2 groups. Both groups had the same program except that 1 participated in an off-campus observation and teaching program; the other…

This paper offers suggestions about the content and organization of a foreign language methods course. It begins with a list of basic skills that must be taught: (1) directing a pattern drill, (2) teaching a concrete word, (3) teaching an abstract word, (4) teaching a short dialogue, (5) teaching a contrastive structure in morphology and syntax,…

The purpose of this investigation was to study the effect that four alternate types of instruction had on the frequency with which high inquiry questions were asked by preservice secondary science teachers. High inquiry questions involve comparing, explaining, conditional inferring, and evaluating. The four alternative instructional treatments…

This study determined whether preservice social studies teachers, who received training specifically designed to help them learn to recognize and write four types of questions associated with eliciting student values clarification statements, would elicit and permit more of these desired student verbal behaviors than preservice teachers who had…

The literature on instructional supervision pervasively argues that its manifest purpose is to improve instruction. However, the literature is seriously deficient in proposing any well-articulated theory of supervision, and, consequently, both the conceptual and operational bases for executing supervision's function are in dispute. Hence the…

This document suggests ways in which competency based education (CBE) offers a productive direction for education in a society of rapid environmental change. Part one discusses as a primary mission of the teacher providing a positive and affectionate model for children who have experienced little personal interaction at home. It also definds the…

Psychological modeling, the phenomenon referring to the tendency of individuals to imitate higher status persons, peer group members, and other relevant models, has been used as a device for modification of existing behavior and acquisition of previously unlearned behavior. In this study, 48 preservice teachers were randomly assigned to two…

To determine whether college students could be used as members of a micro-class without reducing the value of the micro-teaching experience, two randomly selected groups of student teachers were selected to make four presentations. Group I (six student teachers) made presentations to only high school seniors while Group II (five student teachers)…