The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka

Maria Teresa Tatto; N. G. Kularatna

doi:10.1016/0883-0355(93)90013-A

The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka

Maria Teresa Tatto, N. G. Kularatna

Research output: Contribution to journal › Article › peer-review

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Abstract

This chapter examines a distance education program to train primary schoolteachers in Sri Lanka and looks for evidence of its success. Quasi-longitudinal data on (a) teacher perceptions of the program; (b) teacher knowledge, skill, and attitudes; (c) teacher classroom performance; and (d) pupil achievement are used to compare distance education with two other teacher education programs in Sri Lanka - an institutional inservice program and a preservice approach. More specifically, the interpersonal aspects of this distance education program are examined as a possible explanation of the program's effectiveness when compared with other distance education as well as conventional approaches to educating teachers.

Original language	English (US)
Pages (from-to)	755-778
Number of pages	24
Journal	International Journal of Educational Research
Volume	19
Issue number	8
DOIs	https://doi.org/10.1016/0883-0355(93)90013-A
State	Published - 1993
Externally published	Yes

ASJC Scopus subject areas

Education

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10.1016/0883-0355(93)90013-A

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title = "The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka",

abstract = "This chapter examines a distance education program to train primary schoolteachers in Sri Lanka and looks for evidence of its success. Quasi-longitudinal data on (a) teacher perceptions of the program; (b) teacher knowledge, skill, and attitudes; (c) teacher classroom performance; and (d) pupil achievement are used to compare distance education with two other teacher education programs in Sri Lanka - an institutional inservice program and a preservice approach. More specifically, the interpersonal aspects of this distance education program are examined as a possible explanation of the program's effectiveness when compared with other distance education as well as conventional approaches to educating teachers.",

author = "Tatto, {Maria Teresa} and Kularatna, {N. G.}",

note = "Funding Information: Acknowledgements - This work was sponsored in part by the BRIDGES Project, directed by the Harvard University Institute for International Development, under cooperative agreement no. DDP5824A5067 with the Office of Education, Bureau of Science and Technology, United States Agency for International Development. The research was planned and carried out by a team from the National Institute of Education in Sri Lanka, working in collaboration with Michigan State University and individual North American researchers.",

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doi = "10.1016/0883-0355(93)90013-A",

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N2 - This chapter examines a distance education program to train primary schoolteachers in Sri Lanka and looks for evidence of its success. Quasi-longitudinal data on (a) teacher perceptions of the program; (b) teacher knowledge, skill, and attitudes; (c) teacher classroom performance; and (d) pupil achievement are used to compare distance education with two other teacher education programs in Sri Lanka - an institutional inservice program and a preservice approach. More specifically, the interpersonal aspects of this distance education program are examined as a possible explanation of the program's effectiveness when compared with other distance education as well as conventional approaches to educating teachers.

AB - This chapter examines a distance education program to train primary schoolteachers in Sri Lanka and looks for evidence of its success. Quasi-longitudinal data on (a) teacher perceptions of the program; (b) teacher knowledge, skill, and attitudes; (c) teacher classroom performance; and (d) pupil achievement are used to compare distance education with two other teacher education programs in Sri Lanka - an institutional inservice program and a preservice approach. More specifically, the interpersonal aspects of this distance education program are examined as a possible explanation of the program's effectiveness when compared with other distance education as well as conventional approaches to educating teachers.

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The interpersonal dimension of teacher education: Comparing distance education with two other programs in Sri Lanka

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