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dc.contributor.advisorBeglar, David J.
dc.creatorMitsuo, Sadayuki
dc.date.accessioned2020-10-27T15:27:58Z
dc.date.available2020-10-27T15:27:58Z
dc.date.issued2010
dc.identifier.other864884945
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1938
dc.description.abstractThe two main purposes of this study were to create a systematic observation instrument in order to obtain clearer and more specific feedback from junior high school teachers about student teachers' teaching performances during their practicum, and to provide a way for junior college, university teachers, student teachers, and practicum supervisors to observe student teachers' teaching and then to communicate their observations more effectively with one another. The participants were 57 student teachers, 19 college teachers, and 28 junior high school teachers. Four instruments were used: a written consent form, a questionnaire about 15 teaching skills (The Teaching Skill Questionnaire), a 60-minute videotape with a checklist (The Japanese COLT), and a 42-item questionnaire (The Student Teachers' Videotaped Instruction). The study produced four major findings. First, by using the Japanese COLT (Communicative Orientation of Language Teaching Observation scheme), the three groups of raters (student teachers, college teachers, practicum supervisor) identified four specific problems with individual student teacher's teaching. They (a) explained new sentence patterns without interacting with the students, (b) asked fewer questions than expected, (c) had the students practice reading for a shorter time than expected, and (d) provided few opportunities for the students to speak in Japanese or English, and spoke Japanese more than necessary. The second finding was that the student teachers differed from the older teacher groups in their views of specific teaching skills because of their limited teaching experience and lower English proficiency. The third finding was that the three groups of raters perceived the student teachers' teaching on the videotape similarly. The fourth finding indicated that there was no statistically significant difference in the three groups' views of the teaching techniques used by the student teachers; however, a statistically significant difference was found for the three groups' evaluations of the student teachers' teaching. The Japanese COLT was a useful instrument for assessing the student teachers' classroom performances, as it provided more specific feedback to the student teachers, and allowed the three groups to share their viewpoints more effectively.
dc.format.extent367 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEnglish as A Second Language
dc.subjectEducation, Teacher Training
dc.subjectEducation, Tests and Measurements
dc.subjectClass Observation
dc.subjectColt
dc.subjectEvaluation
dc.subjectPracticum
dc.subjectStudent Teacher
dc.subjectTeacher Licensure Program
dc.titleA JAPANESE COLT: ANALYZING TEACHING PERFORMANCE IN A JUNIOR HIGH SCHOOL PRACTICUM
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberChilds, Marshall
dc.contributor.committeememberAllen-Tamai, Mitsue
dc.contributor.committeememberSakamoto, Masako
dc.contributor.committeememberSchaefer, Edward
dc.description.departmentCITE/Language Arts
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1920
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-27T15:27:58Z


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