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.

Autor/inn/en	Cameron, Walter A.; Cotrell, Calvin J.
Institution	Colorado State Univ., Ft. Collins. Dept. of Vocational Education.; Ohio State Univ., Columbus. Center for Vocational and Technical Education.
Titel	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.
Quelle	(1970), (86 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Comparative Analysis; Feedback; Inservice Education; Lesson Observation Criteria; Microteaching; Teacher Evaluation; Teacher Improvement; Videotape Recordings; Vocational Education; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Berufsbegleitende Ausbildung; Unterrichtsmitschau; Teacher appraisal; Lehrerbeurteilung; Ausbildung; Berufsbildung; Ausbilder
Abstract	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)
Anmerkungen	The Center for Vocational and Technical Education, The Ohio State University, 1900 Kenny Road, Columbus, Ohio 43210 ($2.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01