The Effectiveness of Training in the Evaluation of Classroom Instruction as an Aid to Self-Evaluation in Student Teaching

Abstract

This study hypothesized that participation in a training program in the evaluation of classroom instruction prior to student teaching would improve students' ability to evaluate their own classroom performance during student teaching.

Junior education students, 58 classified as trained or Experimental and 53 untrained or Control, were compared during student teaching on their ability to evaluate the lessons they taught. The five areas to be considered were introduction, organization, procedures and techniques, items relating to children, and items relating to the teacher.

Results indicated that in four of the five categories the differences between the groups were in a direction favorable to the trained students and that in two of those categories the difference was significant at the five percent level. It was concluded that the Experimental Training Program was effective in some areas.