The assumption that laboratory skill training has a direct influence on classroom performance was tested for a sample of social studies student teachers. Experimental group Ss received six weeks of microteaching training and their teaching performance was compared with that of control Ss in student teaching classrooms. Difference in classroom performance as measured by a low-inference coding system were not significant. Results are discussed in terms of possible interaction effects between laboratory training and student teaching.
ASJC Scopus subject areas
- Developmental and Educational Psychology