The effects of interpersonal process recall and peer clinical supervision on the concerns levels of student teachers

Date

1987

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Abstract

The purpose of this study was to examine the effects of two training programs on the concenrs levels of student teachers. Two intervention strategies were chosen for very specific reasons. The first, Peer Clinical Supervision (PCS), utilized cognitive strategies to target and improve specific teaching behaviors. The literature supported PCS as a valuable tool for improving teaching behaviors. The second training program, Interpersonal Process Recall (IPR), was ann affective model geared specifically to the examination of one's own emotional state and the emotional environment. The literature supported IPR as being a successful model for doing this. [...]

Description

Keywords

Student teachers--Psychology, Interpersonal communication, Recollection (Psychology)

Citation