Development and Assessment of a Self-Instructional Course for Pre-Service Teacher Training

Abstract

The authors have developed a new concept for teacher education, the use of a self-instructional study course on classroom teaching for use in preservice teacher training. This course, while establishing the learning environment through a textbook, a guide, videotape, reference books, experiential learning and discussions, also supports and promotes student-teacher problem solving (or problem discovering) as he or she learns about classroom instruction. This course promotes both individual and group learning (discussion and classroom discussion) in order to enhance teacher-trainee self-awareness and promote their experiences in collaborative learning. In evaluating this course the authors distinguished between evaluation of research design and evaluation of outcomes. Consequently, they focused primarily upon assessment of student learning activities and self-awareness. The authors found student problem-solving (or problem-discovering) activities at each stage of this course. The students became capable of looking at both curriculum design and teaching practices from a plurality of views. At the end of the course, the teacher-trainees taking the course integrate these views on their own. In addition, they develop the knowledge and skills needed for actual teaching practice.