Although teachers are a key factor in the quality of education, there have been few, if any, follow-up studies in Venezuela to determine the extent to which inservice training for teachers has been effective, or whether present approaches to inservice teacher training result in desired changes in teachers' knowledge, attitudes, and skills. There is reason to believe that as presently structured, inservice training has, at best, a moderate impact on teacher performance. / The purpose of this study was to determine the relative effectiveness of two different approaches for inservice teacher training: a traditional approach with little active participation by the teachers in planning; and an andragogical approach with a high degree of participation by the teachers in the planning of their training activities. / For the purpose of this study, a two-day workshop on "Writing Worthwhile Objectives" was delivered to 90 primary school teachers randomly selected from four schools. This sample was divided into two groups: the andragogical group (45 teachers) and the traditional group (45 teachers). The same content was introduced in both groups. An achievement test was administered at the beginning of the workshop and immediately following it. The teachers' level of satisfaction instrument was administered immediately following the instructional activity. An application level questionnaire was given to the participants two months after the completion of the workshop. / T-test analysis of the pre- and posttests showed that the average achievement score was higher for teachers in the andragogical approach group than that of the teachers in the traditional group. / Use of several two-way analyses of variance showed that there is no interaction between the andragogical and traditional approach and selected personal teachers' characteristics (age, years of experience, and educational level). / The t-test results showed that participants' satisfaction level toward the learning activity and application level of the newly acquired knowledge was higher for the andragogical group than for the traditional group. / The researcher concluded that using an andragogical approach in inservice teacher training will increase the effectiveness of teacher training activities. / Source: Dissertation Abstracts International, Volume: 48-03, Section: A, page: 0539. / Thesis (Ph.D.)--The Florida State University, 1987.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76067 |
| Contributors | MADRIZ, LOURDES., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 209 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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