Teacher Thinking: Effects of Intervention Instruction on Basic Teaching and Problem Solving Skills.

Content Provider	Semantic Scholar
Author	Sunal, Dennis W.
Copyright Year	1989
Abstract	The purpose of this study was to determine if intervsn*Lion instruction in encoding processes affects novice teacher problem solving ability in educational contexts of varying levels of complexity. It sought to determine the effects of intervention training in nine specific encoding processes, prerequisite to effective problem solving, on novice teacher performance in observing and making higher quality decisions in planning and teaching classroom lessons. The cognitive structure level of the novice teacher was also studied to determine its effects on the quality of professional performance. The subjects of the study were senior year preservice education majors at a large eastern university. A detailed description is given of the procedures followed in the intervention process used in the instruction received by the experimental group. These procedures were intended to increase the complexity of awareness, including perceiving, conceiving, reasoning, and judging, through adaptation to the environment and assimilation of information. A discussion of the results indicates support for the hypothesis that teacher education courses and inservice training focusing at least partially on basic encoding processes can increase novice teacher effectiveness in basic teaching and problem solving
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED306217.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article