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SECONDARY ENGLISH METHODS COURSES IN THE MIDWEST AS VIEWED BY METHODS PROFESSORS AND SECONDARY ENGLISH TEACHERS
Abstract
In recent years, teacher preparation programs and the individuals who staff them have been the object of much criticism, from both within and ouside the profession. Because methods courses are viewed as an integral component of teacher education programs, this study examined English methods courses in terms of course content, teaching strategies, and demographics of respondents. The sample consisted of secondary English methods professors in colleges and universities in nine midwestern states and randomly selected public school English teachers in the same states. Survey instruments were developed by the researcher; 281 surveys were mailed, with 153 usable surveys returned. Respondents were to list topics they felt should be emphasized in English methods courses. Strategies for teaching composition and strategies for teaching literature were the topics most frequently mentioned by both groups; however, while teachers believed discipline was an important item, professors ranked it almost last. Professors and teachers agreed that the three most important teaching strategies for beginning teachers to possess were discussion, individualized instruction, and lecture. Pearson product-moment correlations and multiple t tests were calculated to test for relationships and comparisons between responses of teachers and professors and between actual and ideal inclusions of content items in methods courses and teaching strategies used by educators. Results indicated that teachers viewed actual courses much differently than what they thought should ideally be included; professors' actual and ideal ratings were quite similar, suggesting they were more satisfied with the current course structure than were teachers. Both groups felt innovative strategies, such as computer-assisted instruction and individualized instruction, should be implemented in the classroom, but generally did not use the strategies as often as the lecture and discussion methods.
Subject Area
Teacher education
Recommended Citation
OFTEDAHL, JOAN LYNN, "SECONDARY ENGLISH METHODS COURSES IN THE MIDWEST AS VIEWED BY METHODS PROFESSORS AND SECONDARY ENGLISH TEACHERS" (1984). ETD collection for University of Nebraska-Lincoln. AAI8427910.
https://digitalcommons.unl.edu/dissertations/AAI8427910