Videotape Feedback and Microteaching in a Teacher Training Model

Abstract

The goals of this study were to determine the effectiveness of the minicourse model in changing student Teacher behavior and to estimate the effects of the microteaching format and use of videotape feedback within this model. Feedback and practice in the microteaching format were manipulated with four groups of student teachers while a fifth group served as a control.Eleven behaviors were scored for the four treatment groups on pre-course and post-course videotapes. Eighteen of the resulting comparisons were significant beyond the . 01 level and three beyond the . 05 level in the desired direction. Three of the eleven control group gains were significant at the . 05 level. Treatment groups hat did not receive videotape feedback and did not practice in the microteaching format were not significantly different than groups that did.