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760101s1976 xx ||| b ||| | eng d |
| 035 |
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|a ED126025 Microfiche
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|a ED126025 Microfiche
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| 110 |
2 |
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|a University of South Florida.
|0 http://id.loc.gov/authorities/names/n80050158
|
| 245 |
1 |
0 |
|a Development of Protocol Materials in Teacher Education :
|b A Case Study in Relating Theory and Practice.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1976.
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| 300 |
|
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|a 171 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 520 |
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|a A protocol materials program was developed to (1) train personnel who produce, use, and make budgetary decisions about protocol materials and (2) produce and disseminate effective materials and knowledge acquired as a result of the program. Two groups were selected to meet the goals of the program--one group consisting of project directors who developed the materials, the other group consisting of those who provided technical assistance and consultant services. The protocol program was confronted with three major conceptual issues: (1) What is a protocol? (2) What bases ought to be established to identify concepts for the program? (3) How should concepts be portrayed? These led to the affirmation that the purpose of protocol materials is to serve the conceptual foundations of the study of teaching and to enhance the teacher's understanding of the complex basis of his work. Since technology is central to protocol development, one task of the program was to develop a description of standards for protocol materials. Evaluation of protocol materials--the assessment of their influence on teacher behavior and pupil learning--was found to have five phases: anticipation of future criteria; assessment of audience response; collection of learning data; observation of comparative efficiency; and appraisal of purchase and use. The problems of protocol development, including the lack of technical knowledge of some developers and vocabulary standardization, were also broached. It was found that protocols represent one way in which the results of research can be applied to the task of preparing teachers. If properly used, they will develop the teacher's ability to observe behavior objectively, to become more sensitized to aspects of behavior, to understand concepts in terms of actual behavior, and to recognize the importance of systematic diagnoses of behavior. (MM)
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| 533 |
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
0 |
7 |
|a Audiovisual Instruction.
|2 ericd
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| 650 |
0 |
7 |
|a Films.
|2 ericd
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| 650 |
0 |
7 |
|a Inservice Teacher Education.
|2 ericd
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| 650 |
1 |
7 |
|a Instructional Materials.
|2 ericd
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| 650 |
0 |
7 |
|a Preservice Teacher Education.
|2 ericd
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| 650 |
1 |
7 |
|a Protocol Materials.
|2 ericd
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| 650 |
0 |
7 |
|a Student Teaching.
|2 ericd
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| 650 |
1 |
7 |
|a Teacher Behavior.
|2 ericd
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| 650 |
1 |
7 |
|a Teacher Education.
|2 ericd
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| 650 |
0 |
7 |
|a Teacher Educator Education.
|2 ericd
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| 650 |
1 |
7 |
|a Teaching Experience.
|2 ericd
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| 655 |
|
7 |
|a Books.
|2 ericd
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| 710 |
2 |
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|a University of South Florida.
|0 http://id.loc.gov/authorities/names/n80050158
|
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|a Michigan State University-Library of Michigan
|b Michigan State University
|c MSU Microforms
|d MSU Microforms, 2 West
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|e ED126025 Microfiche
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