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ERIC Number: ED330687
Record Type: RIE
Publication Date: 1991-Apr
Pages: 25
Abstractor: N/A
Reference Count: N/A
Preservice Teachers' Planning and Teaching Behaviors in a Clinical Setting.
Byra, Mark; Marks, Mary C.
This study investigated selected planning and teaching behaviors in 15 undergraduate physical education-teacher education majors over 8 weeks of clinical teaching experience, examining the effect of databased feedback intervention on their preactive and interactive behaviors. Each preservice teacher planned and taught two 30-minute lessons (in gymnastics and fundamental movements) twice weekly for 8 weeks to 1 randomly assigned learner 3-5 years of age. Each teacher was required to develop two instructional objectives for each lesson and procedures for realizing the objectives. Video-audiotapes of the lessons and corresponding lesson plans provided the data for analysis. Subjects received databased feedback (written and verbal information about their lesson plans and teaching behaviors) from university supervisors at four intervals. Results show that during the 8 weeks, their planning and teaching behaviors changed following objective feedback. Subjects could write complete lesson objectives consistently and incorporate task progressions and critical skill cues into their lesson plans quickly after receiving the databased feedback. They also provided specific feedback at higher rates, maintained higher levels of learner time-on-task, and decreased the ratio of general to specific feedback statements. A list of 56 references is included. (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 2-6, 1991).