Knowledge gained by self-analysis is more likely to produce constructive change in teaching than insights given by an observer¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 1970 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? The article argues that objective insights into one's own teaching gained through self-analysis are the most meaningful and most likely to produce constructive change, because such insights can rarely be given by an observer. → Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview 1970

Evidence¶

Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview 1970¶

Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview. (1970). Office of Education (DHEW). https://eric.ed.gov/?id=ED069340

q1 · i? · design · r1

Theoretical argument in the document's conclusion chapter: teachers can improve if they gain objective insights into their own teaching behaviors, but such insights "can rarely be "given" to a teacher by an observer". No empirical data are reported for this assertion.

"Knowledge gained by self- analysis is the most meaningful, and the most likely to produce constructive change. The structure of the GSA analysis of teaching provides the teacher with a practical framework for planning clear and conthrious steps toward self-improve- ment."

Discussion¶

Related Claims¶

• Feedback Most Effective At Task And Process Levels — the general claim this finding bears on, with the studies behind it

• Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance — the general claim this finding bears on, with the studies behind it

• The paper argues experiential training of early childhood workers is likely to produce reflective, creative caregivers and children who learn better — related
• Generative Learning Improves Comprehension — related
• Feuerstein argues learning through direct, unmediated experience cannot yield meaningful learning or full modifiability — related
• Students perceive that applying knowledge gained through new meaningful experiences creates lasting personal growth (gain) — related
• High stakes should never be attached to observational measures used in formative evaluation of early childhood programs. — related
• Teachers integrating a new assessment tool into early childhood practice need a range of supports to act effectively on the information it provides — related
• A 1970 teacher self-analysis programme asserts, without reporting data, that questions referring to direct, concrete experiences are the most effective stimulators of pupil thinking — related
• In a five-teacher pilot in a 160-student introductory programming course, teachers valued rapid process-level insight and the pilot drove iterative usability improvements — a narrower finding that bears on this claim