Preservice Teachers’ Perceptions of Teaching Effectiveness During Teaching Episodes With Positive and Negative Feedback

Abstract

The purpose of this study was to examine preservice teachers’ perceptions of teaching effectiveness when viewing teaching episodes with positive and negative feedback. A secondary purpose of the study was to examine several independent variables to determine whether they predicted perceptions of overall teacher effectiveness. Participants watched short teaching clips of eight experienced teachers in an applied teaching setting and rated them for overall teaching effectiveness, subject matter competence, modeling, appropriate feedback, teacher delivery, and teacher demeanor. Teacher videos included four high positive teaching episodes and four high negative teaching episodes and were counterbalanced for gender and instrument (trumpet, piano, voice, and violin). Participants rated positive teachers higher than negative teachers and females higher than males. Teacher delivery was the best predictor of perceptions of teaching effectiveness.