Acquiring teacher behavior concepts through the use of high-structure and low-structure protocol films

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Abstract

Investigated the effect of protocol films of contrasting structure (i.e., presence or absence of formal interpretive framework) on the acquisition of teacher behavior concepts and reactions to the filmed treatment. A total of 70 preservice and in-service teachers at the graduate level viewed high or low structure films instancing a set of 6 teacher behavior concepts. Pre- and posttesting was done to assess gains in concept acquisition measured by the identification of concept instances in filmed vignettes. Results show (a) significant gains in concept acquisition for groups viewing films of high or low structure, (b) no differences in concept acquisition posttest scores among the same trainee groups, and (c) significantly more favorable reactions to films showing a high degree of structure. (12 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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