International Electronic Journal of Elementary Education
Employing a randomized control group design, this study compared the efficacy of staff training using theory training, hands - on supervision and a self - instructional teaching man ual. Participants were 12 undergraduate, health or social - work students. Initially, participants were given a three - hour lecture, and as a result, staff - participants increased their use of correct teaching procedures, but not to mastery. Participants in bo th groups continued to increase their teaching skills after intervention with either hands - on training or the self - instructional manual, though best effect was achieved with hands - on supervision. This effect was maintained at a two - month follow - up. At the end of the experiment, participants in the treatment manual group received hands - on supervision. As a result, their performances increased to the same levels as the participants in the hands - on supervision group. Hence, hands - on supervision was superior in increasing teaching performances. Participants receiving hands - on supervision reported that they were comfortable receiving this type of supervision, that the hands - on supervision was the best way to learn correct teaching procedures and that they would p refer hands - on supervision in a future job situation. Also, independent assessors rated hands - on supervision as the most suitable intervention.
Permanent URL (for citation purposes)