DAVID E. WOLFE (Ph.D., Ohio State Univ.) is Assistant Professor of FL Education at Temple Univ., Philadelphia, Pa. He has taught French and Spanish on the high school level, and was Teaching Assistant and Teaching Associate at Ohio State Univ. He has attended NDEA Institutes at Ohio State and in Lyon, France. He is the author of “Using the Videotape Recorder (VTR) in the Teacher Training Program,” in Hispania, 54 (March 1971). His professional affiliations include ACTFL, AATSP, AATF, NFMLTA, and Phi Delta Kappa. He was formerly Chairman of the Central Ohio Modern Language Teachers Association.
The Direct Experiences of Microteaching and Team Teaching in FL Teacher Education
Version of Record online: 31 DEC 2008
© 1971 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 5, Issue 2, pages 226–234, December 1971
How to Cite
Wolfe, D. E. (1971), The Direct Experiences of Microteaching and Team Teaching in FL Teacher Education. Foreign Language Annals, 5: 226–234. doi: 10.1111/j.1944-9720.1971.tb00684.x
- Issue online: 31 DEC 2008
- Version of Record online: 31 DEC 2008
ABSTRACT During the Fall Quarter, 1969, at Ohio State University, twenty FL methods students were randomly assigned to two treatment groups—Group I, which received three weeks training off campus, and Group II, which remained on campus—in an attempt to measure the effect of such training. Different instruments were designed to obtain information on items of felt anxiety prior to student teaching, ability to teach Level I Spanish, and various aspects of FL teaching. During student teaching each teacher was videotape-recorded for thirty minutes and his performance rated by two trained observers. Results of the research show that Group I students tend to have less anxiety prior to student teaching, and report higher confidence in their ability to teach Spanish. Performance during student teaching was judged to be nonsignificant. Group I students had significantly higher scores on the ability to teach the dialog; their scores were also significant on the variables of how dialogs, vocabulary teaching, pattern practice, and grammar generalization “fit” into an audiolingual program. Ability to adapt or supplement materials for teaching seems to be unaffected by the direct experiences. Guidelines for implementing the described experiences were also given.