Abstract:
The purpose of the study was to describe teaching techniques that can be used by university educators to impact employability skills of preservice nonformal educators’ future audience members. Specifically, the study was designed to describe preservice nonformal educators’ use of teaching techniques in their university microteaching laboratory, given the instructor-modeled teaching techniques used during class sessions. In addition, the researchers sought to describe preservice nonformal educators’ critical cognitive processing given the teaching techniques observed and used by preservice nonformal educators. A census of fourteen students, who were pre-enrolled in the course, became the convenient population for the study. Three instruments were used to describe student use of teaching techniques, and student cognitive processing. Students were split into one of two groups prior to the first class session; one group received lower cognitive bonus questions, while the other group received higher cognitive bonus questions on all closing reflections during class sessions. Results were that five students used three of the instructor-modeled teaching techniques, timed-pair share, jot-thoughts and windowpaning (Kagan, 1994), for a total of 12 frequencies of use, during the students’ microteaching laboratories. In addition, no students scored higher than the lowest level of critical thinking during their critical cognitive processing on the reflections at the close of each class session.
Key words: teaching techniques, employability skills, critical cognitive processing
 13 Jagger March 2013.pdf | [ ] | 820 kB |
