Variables Influencing the Acquisition of a Generic Teaching Skill

Abstract

In an initial attempt to identify the variables influencing the acquisition of teaching skills, the results of 26 studies addressing acquisition of the generic skill of questioning were synthesized through meta-analysis. The variables considered were general effect of training, training method, length of training period, specific training time, number of practice sessions, teaching experience of trainees, academic and certification levels of trainees, practice setting, and students used as pupils in practice. Interactions among selected variables were also assessed. Of the preceding variables, general effect of training, academic level of trainees within training method, consistency of trainee certification level and pupils taught in practice, and consistency across practice and criterion teaching settings were found to have significant effects. The findings are discussed with reference to research-based views as well as traditional views about the variables influencing the acquisition of teaching skills. Implications of the limitations of the studies reviewed for future research are discussed.