Resumen de An Investigation into Teachers’ Reactions to a Self‐instructional Microteaching Course
Arthur N. Applebee, Brian Heap, Elizabeth Perrott
Reactions to the Self‐Instructional Microteaching Course, Effective Questioning, were investigated in a sample of 28 experienced teachers. Questionnaires were used to investigate both attitudes towards the course itself, and more general attitudes towards teaching. Pre‐course attitudes towards microteaching were not firmly defined; after the course, these attitudes had coalesced into general enthusiasm both for the method of instruction and for the particular skills which were taught. There was also some indication of greater acceptance of less formal methods of teaching after the course: more group work, more pupil participation, and less emphasis on formal class teaching were detectable in the responses.
Observed improvements between pre‐ and post‐course teaching behaviour was strongly related to pre‐course levels. In addition, there is some evidence that teachers respond best to those aspects of the course which are most in agreement with their own educational emphases. Teaching experience and level of teaching (primary vs. secondary) had no effect on obtained gains.
