Effect of televised simulated instruction on subsequent teaching.

Abstract

This study was conducted to determine whether simulated instruction improved subsequent teaching. Thirty-seven subjects were selected from a teacher-traini ng program. Half of the subjects were randomly assigned to simulation; the other half were controls. Following the simulation, all subj ects engaged in 8 weeks of student teaching. Performance was evaluated on three separate occasions during the student teaching. A Teacher Performance Evaluation Scale was factor analyzed and six specific performance factors were identified: (a) personality traits, (b) warmth of teacher behavior, (c) general classroom atmosphere, (d) lesson usefulness, (e) teacher interest in pupils, and (/) teacher interest in student achievement. Subjects receiving microteaching received higher ratings on the first five factors. Simulation can be denned as an instructional problem-solving activity which closely resembles a situation in life. Although there is no specific way to employ simulation in learning, it generally involves three basic steps: (1) action on the part of the learner, (2) feedback on success or failure, and (3) a concise summary of response and appropriate solution to the problem (Edinger, 1968). With the invention of videotape recording devices, simulation has acquired a new popularity in psychology and education. Videotape recording uses a closed-circuit television camera and television monitor to record activity of a person or group of persons involved in a learning situation. The equipment is portable enough to be used almost anywhere, and therefore therapists, counselors, and teachers are able to examine their own behavior during training. Unfortunately, most of the literature is inconclusive or contradictory and reports good feelings rather than concrete conclusions (Bjerstedt, 1968; Borg, 1969; Foster, 1967; Gibson, 1968; Kallenback & Gall, 1969; Lockhart, 1968; Lundy & Hale, 1967). It appears that microteaching as a simulation experience in teaching has not been adequately tested with systematic research. The variables of models, supervisors, reinforcement, feedback, and focus of problems