Assessing Preservice Teachers' Presentation Capabilities: Contrasting the Modes of Communication with the Constructed Impression

Autor/inn/en	Bower, Matt G.; Moloney, Robyn A.; Cavanagh, Michael S.; Sweller, Naomi
Titel	Assessing Preservice Teachers' Presentation Capabilities: Contrasting the Modes of Communication with the Constructed Impression
Quelle	In: Australian Journal of Teacher Education, 38 (2013) 8, Artikel 8 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Preservice Teachers; Classroom Communication; Student Evaluation; Evaluation Methods; Comparative Analysis; Verbal Communication; Nonverbal Communication; Performance; Communication Skills; Validity; Prediction; Longitudinal Studies + Suchen Sie Ihr Suchwort? Klassengespräch; Schulnote; Studentische Bewertung; Non-verbal communication; Nonverbale Kommunikation; Achievement; Leistung; Kommunikationsstil; Gültigkeit; Vorhersage; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	A research-based understanding of how to develop and assess classroom presentation skills is vital for the effective development of pre-service teacher communication capabilities. This paper identifies and compares two different models of assessing pre-service teachers' presentation performance--one based on the Modes of Communication (voice, body language, words, and alignment between those elements) and another based on features of the Constructed Impression of the communication acts (confidence, clarity, engagement and appropriateness). The Modes of Communication and the Constructed Impression of 164 pre-service teacher presentations were rated. The Constructed Impression model provided a better fit to data, while averaging of Modes of Communication elements offered more accurate prediction of overall score. All elements in both models made a significant contribution to the overall perception of communication performance. The study also reports on the relative contribution of voice, body language, words and alignment to the perceived confidence, clarity, engagement and appropriateness of the pre-service teacher presentations. Implications for developing pre-service teachers' presentation capabilities are also discussed. (Contains 6 tables.) (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10