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首页> 外文学位 >THE EFFECTS OF A BEHAVIORAL MODEL OF SUPERVISION ON THE SUPERVISORY BEHAVIOR OF COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS (ACCOUNTABILITY, EXPLICITNESS, TASKS, STUDENT-TEACHING)
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THE EFFECTS OF A BEHAVIORAL MODEL OF SUPERVISION ON THE SUPERVISORY BEHAVIOR OF COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS (ACCOUNTABILITY, EXPLICITNESS, TASKS, STUDENT-TEACHING)

机译：监督行为模式对合作教师和大学主管的监督行为的影响（问责制，明确性，任务，学生教学）

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摘要

Student teaching is a significant aspect of teacher education. Although, student teaching has been extensively reviewed and researched, contemporary literature clearly indicates that student teachers are receiving feedback that is vague and incomplete from supervisors. As such, they are unable to follow through successfully with tasks specified by supervisors because they are incomplete. If the feedback provided to student teachers during conferences is to be effective then it must be communicated with more details. The purpose of this study was to train university supervisors and cooperating teachers in a behavioral model of supervision to communicate feedback with more details, and to hold student teachers accountable for their performances during post-teaching conferences.;Ten research questions provided the structure for the study. The research questions were specified according to the categories within the Behavioral Model of Supervision-Physical Education (BMS-PE). The categories included: the focus of the interactions, the degrees of explicitness of tasks, and the types of accountability statements.;The effects of the BMS-PE was tested with four university supervisors and four cooperating teachers during a ten week student teaching experience in the Autumn Quarter 1986. Data was collected through audio recordings and analyzed using the Observational System for Post-Teaching Conference Analysis-Physical Education (OSPTCA-PE). This analysis provided details of: (1) the focus of the interactions within post-teaching conference, (2) the explicitness of task specifications, (3) and the type of accountability statements by university supervisors and cooperating teachers.;The results of the investigation clearly indicates that the BMS-PE can facilitate the conduct of effective post-teaching conferences by: (1) increasing the time spent in planning and microlesson categories, (2) decreasing the time spent in macrolesson and unrelated incident categories, (3) increasing the communication of fully explicit tasks and type 3 accountability statements, and (4) decreasing the communication of implicit tasks and type 1 accountability statements.;It was concluded that the BMS-PE can facilitate the demonstration of effective supervisory behaviors by university supervisors and cooperating teachers which are compatible with the teacher education program goals. Also, cooperating teachers can do better than university supervisors with the BMS-PE. Furthermore, the potential of the BMS-PE is justifiable to the extent that it provides a useful contribution toward the conduct of effective post-teaching conference.
机译：学生教学是教师教育的重要方面。尽管已经对学生的教学进行了广泛的审查和研究，但当代文学清楚地表明，学生老师收到的指导老师含糊不清和不完整。因此，他们无法成功完成主管指定的任务，因为它们不完整。如果要在会议期间提供给学生教师的反馈有效，则必须传达更多详细信息。这项研究的目的是训练大学主管和合作教师以监督的行为模型来传达反馈的更多细节，并使学生教师在教学后的会议中对自己的表现负责。十个研究问题为教师的学习提供了结构。研究。根据监督体育教育行为模型（BMS-PE）中的类别指定研究问题。类别包括：交互的焦点，任务的明确程度和问责制声明的类型。BMS-PE的效果是在10周的学生教学经历中与四名大学主管和四名合作老师一起测试的1986年秋季季度。通过录音收集数据，并使用教学后会议分析观察系统-体育课（OSPTCA-PE）进行分析。该分析提供了以下细节：（1）教学后会议内部的交互焦点;（2）任务说明的明确性;（3）大学主管和合作教师的问责制声明的类型;调查清楚地表明，BMS-PE可以通过以下方式促进有效的教学后会议的进行：（1）增加在计划和微型课程类别上花费的时间，（2）减少在宏观课程和无关事件类别上花费的时间，（3）增加了完全明确任务和第3类责任说明的沟通，以及（4）减少了隐性任务和第1类责任说明的沟通。得出的结论是，BMS-PE可以促进大学督导员展示有效的监督行为。与教师教学计划目标兼容的合作教师。此外，在BMS-PE中，合作老师的表现要好于大学导师。此外，BMS-PE的潜力是合理的，只要它为开展有效的教学后会议做出了有益的贡献。

著录项

  • 作者

    OCANSEY, REGINALD TETTEH-AHUMAH.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Physical education.
  • 学位 Ph.D.
  • 年度 1986
  • 页码 347 p.
  • 总页数 347
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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