Repetitive teaching as a tool for increased effectiveness in lesson presentation

J. Klein, Mark M. Wasserstein-Warnet

    Research output: Contribution to journalArticlepeer-review


    There is an ongoing dispute in the literature with regard to the merits of repetitive work. The present study examined the effectiveness of assignment of teachers to the same pupils or courses during several consecutive years. 288 teachers responded to a questionnaire with respect to repetitive teaching. Results: The advantages of repetitive teaching for a limited period outweigh the disadvantages. Teachers reported improvement in delivery of lessons, utilization of time, and teacher-pupil interactions. Instructors preferred that 50-60 per cent of their total teaching program be devoted to such work; the remaining hours would be spent presenting new subject matter to pupils not taught previously by them. They were interested in repeating courses or meeting the same students for a period of two to three years, but not more. After that time, in their opinion, the disadvantages multiplied. Variance in the attitude of teachers to repetitive work was explained partially by the workload of the teachers and the age of the pupils. The results indicated the possibility of improvement in the quality of teaching, and increase of teacher satisfaction by planning of work schedules of teaching staff to include a combination of repetitive work and non-routine challenges. Implementation of these suggestions is neither expensive nor complicated. The validity of the results was demonstrated by factor analysis.
    Original languageAmerican English
    Pages (from-to)59-74
    JournalEducational Practice and Theory
    Issue number2
    StatePublished - 2006


    Dive into the research topics of 'Repetitive teaching as a tool for increased effectiveness in lesson presentation'. Together they form a unique fingerprint.

    Cite this