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Learning to Teach: The Acquisition and Maintenance of Teaching Skills

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Abstract

We reviewed 49 studies which used direct observation procedures to provide data on the effects of pre-service and inservice training in practical classroom teaching behaviors and skills. We found stronger effects for training packages which included classroom practice with performance feedback. The research provided conflicting evidence regarding the value of modeling, role-play, cueing systems, and contingency management components in practical skills training. The weakest training effects were those produced by microteaching, Minicourse, and protocol training packages. Twenty of the evaluations also provided follow-up data but the design of these studies did not permit any conclusions to be drawn regarding the training conditions which are necessary for the maintenance of newly acquired classroom teaching skills. We concluded that identification of the training conditions which are necessary for the maintenance of new teaching skills will require more thoughtful conceptualizations of maintenance and its measurement, and more carefully designed component analyses of those factors suggested by basic research as being necessary for maintenance.

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Authors and Affiliations

  1. National Institution of Education, Nanyang Technological University, Singapore

    Dennis J. Rose (Lecturer)

  2. Department of Education, University of Canterbury, New Zealand

    R. John Church (Senior Lecturer)

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  1. Dennis J. Rose
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Rose, D.J., Church, R.J. Learning to Teach: The Acquisition and Maintenance of Teaching Skills. Journal of Behavioral Education 8, 5–35 (1998). https://doi.org/10.1023/A:1022860606825

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