The objectives of study were: (1) To develop the Self – Instructional Material of skill – narration and reading. (2) To decide the level of mastery over theory and planning the skills. (3) To develop criteria for testing the theory and evaluating the plans. (4) To develop 80/80 mastery over theory and planning in both skills. (5) To determine effect of mastery over theory and planning on General Teaching Performance and skill performance. (6) To determine interaction effect between the Training Strategies and Nature of Skills on General Teaching Performance and Skill Performance.
A sample of 36 student teachers from 78 was selected randomly. The sample was randomly divided into 3 groups and the treatment was also assigned through randomization.
The tools used were theory check up test, plan evaluation criteria, PASTE, ATAI, RSPM and Tests related to planning abilities.
In experimental method, the researcher used Pretest-Posttest Control Group design.
The data were analyzed by ANOVA and Correlation.
The findings of study were: (1) Training for mastery over theory & planning in both the skills is effective in improving General Teaching Performance & skill performance. (2) Mastery over theory helps in acquisition of narration skill while mastery over planning helps in acquisition of reading skills. (3) There is interaction between nature of skill & training strategy. (4) For effective acquisition of open skill mastery over planning is essential. (5) Dimensions of openness – closeness from the three dimensional structure of teaching skill is valid. (6) Divergent operations are involved in learning skills.
Keyword(s): Planning Skills, Teaching Skills, Teacher – Trainees