ERIC Number: ED046906
Record Type: RIE
Publication Date: 1970-Sep
Reference Count: 0
Effects of Different Types of Supervisory Feedback on Teacher Candidates' Development of Refocusing Behaviors.
Morse, Kevin R.; And Others
The purpose of this study was to investigate the relative effects of different modes of supervisory feedback on the development of beginning teacher candidates' refocusing behaviors. Thirty-nine secondary teacher candidates served as subjects. They were enrolled in two sections of the course taught by the same instructor and were assigned randomly to four experimental groups. All the subjects engaged in a micro-teach-reteach cycle over a 2-week period, and all lessons were audiotaped. After the first lesson, one group received no feedback--they were not permitted to listen to their tapes or to consult their instructor. The second group listened to their tapes but received no other feedback. The third group listened to their tapes using a listening guide designed to assist them in identifying their use of refocusing behaviors. The fourth group listened to their tapes using the listening guides and also had a non-directive conference with their instructor. Results indicated that listening to their tapes by the candidates, with or without a listening guide, seems to yield little change in subsequent teaching behavior. There was some empirical support for combining personal non-directive supervision with other types of feedback. It was also suggested that laboratory teaching will probably be more expensive to initiate and maintain than conventional programs. (MBM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Texas Univ., Austin. Research and Development Center for Teacher Education.