Evaluating the Evidence Base of Performance Feedback in Preservice Special Education Teacher Training

Abstract

Performance feedback is commonly used during field experiences to improve desired teaching behaviors in preservice teachers. The authors identify eight single-subject studies examining the effects of performance feedback in preservice teachers to determine the evidence base for this practice. These eight studies are reviewed using quality indicators specific to single subject. Positive findings are shown across seven of the eight studies. Targeted behaviors showing the most change are those focused on implementation fidelity of evidence-based instructional strategies. Teacher-specific behaviors do improve after receiving performance feedback. However, the change in these behaviors was not consistent across all studies. Five studies met all rigorous standards of quality research and surpass additional requirements pertaining to evaluating single-subject research. The authors conclude that performance feedback is an evidence-based practice when used to increase implementation fidelity of instructional practices. Implications to the field of special education teacher preparation are discussed.