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Related Experiment Videos

Microteaching, feedback, dogmatism, and nonverbal perceptiveness

B C Hansford

    The Journal of Psychology
    |March 1, 1977
    PubMed
    Summary

    This study explored how feedback in peer microteaching affects trainee teachers' nonverbal perceptiveness. Dogmatic individuals showed improved nonverbal skills specifically with public feedback, suggesting its effectiveness for certain personality types.

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    Area of Science:

    • Educational Psychology
    • Social Psychology

    Background:

    • Peer microteaching is a common teacher training method.
    • Dogmatism, a personality trait, may influence how individuals respond to feedback.
    • Nonverbal perceptiveness is crucial for effective teaching.

    Purpose of the Study:

    • To investigate the relationship between dogmatism, feedback conditions in peer microteaching, and changes in nonverbal perceptiveness.
    • To determine if personality influences the effectiveness of different feedback types.

    Main Methods:

    • 74 trainee teachers participated in a seven-week peer microteaching program.
    • Participants were assigned to different feedback conditions based on dogmatism scores.
    • Part correlation was used to measure changes in nonverbal perceptiveness.

    Main Results:

    • No consistent relationship was found between dogmatism and overall changes in nonverbal perceptiveness.
    • A significant indication emerged that dogmatic participants improved nonverbal perceptiveness under public feedback conditions.
    • Feedback conditions in peer microteaching appear to interact with personality traits.

    Conclusions:

    • Public feedback in peer microteaching may enhance nonverbal perceptiveness in dogmatic individuals.
    • Personality traits like dogmatism can moderate the impact of feedback in educational settings.
    • Further research is needed to fully understand these complex interactions.

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