Implementing the BIE Intervention Strategy with Early Field Experience Student Teachers. Final Report.

Autor/inn/en	Giebelhaus, Carmen R.; Cruz, Josue
Titel	Implementing the BIE Intervention Strategy with Early Field Experience Student Teachers. Final Report.
Quelle	(1995), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cooperating Teachers; Early Intervention; Educational Technology; Elementary Education; Feedback; Field Experience Programs; Higher Education; Preservice Teacher Education; Program Effectiveness; Program Implementation; Prompting; Student Teachers; Teacher Competencies + Suchen Sie Ihr Suchwort? Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; Elementarunterricht; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehramtsstudiengang; Lehrerausbildung; Benutzerführung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrkunst
Abstract	This study examines the effect and effectiveness of the "bug-in-the-ear" (BIE) intervention strategy used with early field placement teacher education students to see whether meaningful feedback early in training would significantly help with developing teaching competencies. The BIE strategy involves a one-way communication device to prompt or cue teacher education field placement students on specific teaching behaviors during the teaching process. This investigation used the BIE device with 25 elementary education field experience students and their cooperating teachers. The students received audio-cuing via the BIE device from either their cooperating teacher or their university supervisor at least once each week during a teaching episode. The target skills to be cued were eight discrete teacher clarity behaviors. Descriptive data were gathered from several sources including two previously utilized self-reporting instruments, audiotapes of pre- and post-conferences, reaction journals submitted by the field placement students, and video-taped lessons. The results confirmed that student teachers could attend to two different verbal stimuli simultaneously; cooperating teachers liked using the device; student teachers did respond to the cued behaviors; cues attended to various aspects of pedagogy, classroom management, and content; and BIE gave student teachers a sense of confidence. Limitations included the equipment itself, personal reluctance of some individuals, and the structure of the early field experiences. (Contains one figure and eight references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC