Some Factors Related to Student Teacher Classroom Performance Following Microteaching Training

Abstract

The present study explored possible relationships between the intervention behaviors of cooperating teachers and the classroom exhibition by student teachers of skills’ acquired in microteaching training. Sixty-one teaching credential candidates engaged in student teaching were randomly assigned to positive and negative levels of three variables including microteaching training, training in supervision received by subjects’ cooperating teacher, and tendency of subjects’ cooperating teacher to exhibit the target teaching skill. The data, composed of frequency counts of subjects’ exhibition of the target skill in the classroom as recorded eight to twelve weeks following training, were analyzed using three-way ANOVA. Significant interaction effects were observed. Results are discussed in terms of implications for modification of teacher training programs.