Some effects of video-tape feedback on selected verbal and nonverbal teaching behaviors of prospective elementary teachers Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/dn39x524j

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  • This investigation was designed to determine the effectiveness of video-tape feedback as a technique to modify some selected behaviors of untrained prospective elementary teachers. Four verbal and four nonverbal behaviors were considered; they were: teacher questioning, teacher telling, teacher distractive verbal, teacher allowing for pupil verbal, teacher constructive nonverbal, teacher distractive nonverbal, teacher permitting pupil nonverbal, and silence. Two microlessons, each of ten minutes or less duration, were taught by each participant. Participants in the study were a) 20 prospective teachers who taught two microlessons each without the aid of supervisory or video-tape feedback, b) 20 prospective teachers who received only supervisory feedback between their first and second teaching experiences, and c) 20 prospective teachers who received both supervisory and video-tape feedback prior to their second presentation. The prospective teachers were considered untrained as indicated by an average of less than one quarter hour credit each in courses in education. A change in a behavior was determined by comparing the proportion of time spent on a behavior on the first and second microteaching episodes. The time interval technique of measuring behavior was employed. In this study every ten seconds a mark was recorded indicating the behavior that was in evidence during the majority of the interval. All microlessons were video-taped and all measurements were taken from video-tape replays. Findings: The following conclusions were drawn from the data obtained and analyzed in the study. 1. There is a significant difference in the change of the proportion of a lesson devoted to telling between prospective teachers receiving feedback and prospective teachers receiving no feedback. 2. There is a significant difference in the change of the proportion of a lesson given to pupil verbal behavior between prospective teachers receiving feedback and prospective teachers receiving no feedback. 3. There is a significant difference in the change of the proportion of a lesson spent in distractive nonverbal behavior between prospective teachers receiving feedback and prospective teachers receiving no feedback. 4. There is no significant difference in the change of the proportion of time given to verbal or nonverbal behaviors between the prospective teachers receiving supervisory feedback and the prospective teachers receiving supervisory feedback with a video replay. In each of the categories in which there was a significant difference, a trend seemed to be emerging. One possible explanation of this trend could be interpreted to suggest that supervisory feedback with video-tape replay did not produce as great a behavioral change as supervisory feedback alone.
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  • File scanned at 300 ppi (Monochrome) using ScandAll PRO 1.8.1 on a Fi-6670 in PDF format. CVista PdfCompressor 4.0 was used for pdf compression and textual OCR.
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