ERIC Number: ED028989
Record Type: RIE
Publication Date: 1969-Mar
Reference Count: 0
Pre- and Posttest Reactions to Self-Viewing One's Teaching Performance on Videotape.
Salomon, Gavriel; McDonald, Frederick J.
It was hypothesized that when no standard of "good teaching" is set for the self-evaluation of teaching performance, behavior changes and patterns of information selection would be determined by the teacher's satisfaction with his performance (the smaller the satisfaction, the fewer self-evaluating changes take place and the less teaching-related information is noticed). Each of 38 teacher interns, the subjects of this study, taught a 50-minute video-taped lesson for which no instructions on teaching standards had been provided. Immediately after the teaching session and again after viewing the tape of his performance, each student completed an attitude questionnaire consisting of eight concepts (categorized in two domains relating to the teaching situation, and two domains referring to the teacher's self-image) each rated on nine 7-point scales and had an interview to determine performance perception and satisfaction. On the basis of data collected before self-viewing, the video-taped performance record students were divided into low and high satisfaction groups and compared to determine if significant changes in concept ratings after self-viewing were due to predisposed satisfaction or dissatisfaction with the teaching performance. Results showed that when no model of "good teaching" is presented, reactions to self-viewing of teaching performance are determined largely by the viewer's predispositions. (A 15-item reference list is included.) (SM)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Note: Research and Development Memorandum No. 44