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Description and effects of sequential behavior practice in teacher education
T Sharpe1, M Lounsbery, V Bahls
1Department of Health, Kinesiology, and Leisure Studies, Purdue University, USA. tsharpe@sla.purdue.edu
Research Quarterly for Exercise and Sport
|September 19, 1997
Summary
Sequential behavior feedback significantly improved undergraduate teacher trainees' practice-teaching skills. This approach positively impacted both teacher practices and student behavior in challenging classroom settings.
Area of Science:
- Education
- Behavioral Science
Background:
- Teacher education programs often lack effective feedback mechanisms.
- Systematic observation is crucial for improving teaching practices.
Purpose of the Study:
- To evaluate the impact of a sequential behavior feedback protocol on undergraduate teacher trainees.
- To analyze the relationship between teacher practice changes and student behavioral changes.
Main Methods:
- Utilized a sequential behavior feedback protocol and field systems analysis.
- Employed an alternative opportunities for appropriate action measure to assess performance competencies.
- Collected multiple-baseline data (N=4) during a field-based practicum.
Main Results:
- Demonstrated a strong positive correlation between sequential behavior feedback and improvements in preservice teachers' daily practices.
- Observed a direct relationship between enhanced teacher practices and positive shifts in gymnasium pupils' behavior.
- Received social validation from both teacher trainees and supervisors.
Conclusions:
- Sequential behavior feedback is a valuable tool for enhancing teacher education.
- This protocol positively influences both teacher and student behavior in practical settings.
- The findings support the utility of systematic observation and feedback in teacher training.