AN INVESTIGATION TO PROMOTE INSTRUCTIONAL SELF-ANALYTICAL ABILITY ON THE PART OF PRESERVICE TEACHERS BY MEANS OF DIRECT VERSUS INDIRECT INSTRUCTIO

The purpose of this research study was to investigate the impact of a training program in instructional self-analysis on the ability of preservice teachers to analyze their own instructional performance during student teaching. The major focus of the study was the investigation of the following questions: (1) do preservice teachers who receive greater amounts of direct instruction and reflection during the training program differ from preservice teachers who receive greater amounts of indirect instruction and reflection during the training program in regards to their ability to analyze their own instruction immediately after the training program and to analyze their own instruction during student teaching? and (2) what is the relationship between a student teacher's ability to analyze a taped recording of his/her teaching and the student teacher's general self-analytical ability as evaluated by the cooperating teacher and university student teaching supervisor?;The results of this study indicated that regardless of time, the direct instruction treatment group was the better of the two treatments. The difference between Time 1 (after treatment) and Time 2 (during student teaching) showed that both treatments deteriorated at the same rate with no interaction effect.;The relationship between university student teaching supervisors' ratings and the ratings of the written self-analyses as determined by the professional university supervisors was insignificant. The same was true of the cooperating teachers' ratings of students' self-analysis ability and ratings of written self-analyses as determined by professional university raters. A high relationship between cooperating teachers' ratings and university student teaching supervisors' ratings was evident.