A Comparison of Methods for Providing Evaluative Feedback to Practicum Students on Segments of Teaching during Special Education Practicum in Rural Areas.

Autor/inn/en	Deasy, Gia; und weitere
Titel	A Comparison of Methods for Providing Evaluative Feedback to Practicum Students on Segments of Teaching during Special Education Practicum in Rural Areas.
Quelle	(1991), (9 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classroom Observation Techniques; Competency Based Teacher Education; Elementary Secondary Education; Feedback; Higher Education; Inservice Teacher Education; Practicum Supervision; Practicums; Rural Education; Self Evaluation (Individuals); Special Education Teachers; Teacher Attitudes; Teacher Behavior; Teacher Evaluation; Videotape Recordings + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Practicum; Praktikum; Praktika; Ländliche Erwachsenenbildung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher behaviour; Teacher appraisal; Lehrerbeurteilung
Abstract	West Virginia University provides on-the-job practicum experience to rural special education teachers who are pursuing certification while working on "out-of-field" permits. An important aspect of the competency-based practicum experience is evaluative feedback. Two methods of evaluative feedback were used with 22 practicum students who were teaching students with behavior disorders. In the first method, videotapes were made of participants' classroom performance. Participants later viewed their own tapes and counted the frequencies or duration of eight teaching behaviors relevant to work with behaviorally disordered students. The data were coded using a hand-held microcomputer, which computed ratios of time spent on each teaching behavior and provided printouts. In the second method, trained university personnel observed each practicum student, filled out the traditional lesson observation form, and later discussed the observation with the participant. At the completion of the practicum period, 19 of the participants completed and returned questionnaires concerning the evaluative effectiveness of the two feedback methods. The video method had higher average ratings than the outside observer method on 11 of 13 questions concerned with objectivity, efficiency, and teaching effectiveness. Nine participants who clearly preferred the video method cited its ability to enhance self-evaluation and awareness of one's own teaching behaviors and to provide specific information about performance. Five participants who clearly preferred the traditional method liked the personal interaction and opportunity to discuss problems and solutions. Five participants indicated that a combination of the two methods was most effective. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC