The effects of cognitive self-instruction on student teachers' perceptions of control

Nedra A Hazareesingh, Lorelei L. Bielawski

Research output: Contribution to journalArticle

Abstract

The aim of this study was to examine the efficacy of cognitive self-instructional (CSI) strategies for increasing student teachers' perceptions of control. Thirty-two subjects were randomly assigned to an experimental or a control group. While both groups received training in lesson planning, instructing, evaluating instruction, and classroom management, the experimental training was augmented with CSI techniques. Fisher's Exact Test of a 2 × 2 contingency showed significant differences between groups for each of the four teaching phases above, with subjects receiving training in CSI perceiving themselves to be more in control than those with no training.

Original languageEnglish (US)
Pages (from-to)383-393
Number of pages11
JournalTeaching and Teacher Education
Volume7
Issue number4
DOIs
StatePublished - 1991

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