Concept and Skill Relationships in a Teacher Training Setting

Abstract

The purpose of the study was to test a set of hypotheses relating concept learning to the use of teaching skills in training settings. Data were analyzed from 14 training studies in which both concept learning and skill use were measured. Summary evidence showed a significant relationship between the concept and skill variables. This evidence, especially when considered in light of the absence of evidence relating practice to skill use, suggests that skill acquisition in a training setting is mediated by concept learning. A descriptive model of that process is offered, and its implications for research and practice are indicated.