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ERIC Number: ED042901
Record Type: RIE
Publication Date: 1970-Jul
Pages: 86
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Remote Feedback Techniques for Inservice Education. Assessment of Micro-Teaching and Video Recording in Vocational and Technical Teacher Education: Phase X--Interim Report. Research and Development Series No. 40.
Cameron, Walter A.; Cotrell, Calvin J.
Three remote feedback techniques involving micro-teaching and video recording were tested to facilitate inservice teacher education to teachers in isolated circumstances. From a population of 57 beginning teachers of health occupations education, trade and industrial education, and technical education in Colorado, a sample of 39 teachers was selected randomly and assigned to three equal-treatment groups. The pretest-posttest control group design was selected to study video-phone feedback, video-mail feedback, and video-self-evaluation. A panel of two experienced state supervisors rated the 5-minute pretest lesson and the posttest performance of the teachers with a six-point rating scale. In addition, a satisfaction scale and a reaction questionnaire were administered. Conclusions were: (1) Feedback from the teacher educator via mailed videotape presentations or via telephone had no more effect on improving teacher performance than a video-self-evaluation, (2) Teacher satisfaction with the three remote techniques was not dependent upon the type of feedback received, and (3) Remote techniques in an inservice program were found feasible and did help beginning teachers analyze and change their teaching behavior. (GR)
The Center for Vocational and Technical Education, The Ohio State University, 1900 Kenny Road, Columbus, Ohio 43210 ($2.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Colorado State Univ., Ft. Collins. Dept. of Vocational Education.; Ohio State Univ., Columbus. Center for Vocational and Technical Education.
Identifiers: N/A