Teacher Training

Abstract

Twenty preservice special education teachers participated in a study to examine the effects of the combined technique of peer observation with observation systems technology on the teaching performance of teacher-trainees. The subjects were divided into two groups: experimental and control. Experimental group trainees used well-defined observation systems to collect teacher/pupil data for the provision of feedback to peers, control trainees developed their own systems of anecdotal report. Three major types of data were collected and analyzed: (a ) behavior/lesson management, (b ) teacher-trainees' instructional management skills, (c ) teacher-trainees' feedback strategies. Results showed that the experimental group maintained a higher level of pupil accuracy during direct instruction, maintained a brisker presentation and correct rate, and tended to prompt correct responses less often than the control group. These findings and other observations are discussed.