Effects of a "Bug-In-The-Ear" Device on Intra-Lesson Communication Between a Student- and Cooperating Teacher

The feedback and communication practices of student teachers (ST) and cooperating teachers (CT) have been studied in contexts of formal and informal postlesson settings (e.g., Ocansey, 1988; Tannehill & Zakrajsek, 1988). These studies and others revealed patterns of infrequent, CT-dominated, management-oriented, imprecise, and overly positive communication. Such patterns contradict recommended practice (Metzler, 1990; Randall, 1992) and adversely impact ST development (MacDonald, 1993). Research on dyadic communication during a lesson has also been conducted (e.g., Giebelhaus, 1994; van der Mars, 1988) and has looked at the effect of audio-cueing on discrete teaching behavior. To date, research on intra-lesson communication, in which both the ST and CT are monitored, has not been undertaken. Therefore a case study of one ST and her CT, using an AB₁B₂A reversal design, was employed over the entire 16-week student teaching practicum to determine the effect of a two-way radio device on dyadic intra-lesson communication characteristics, participant role satisfaction, and attitudes toward the device and equipment. Participants' communication was recorded, transcribed, and analyzed on seven characteristics. Inter-rater reliabilities ranged from 76.3% to 98.0%. Role satisfaction and attitudes toward the equipment were measured by administering a 5-point Likert-scaled, 5-item questionnaire after each lesson. Mean values across phases of the study were generated. Additionally, a structured exit interview was conducted to determine participants' reactions to and explanations for the data. This interview was recorded, transcribed, and analyzed for interviewee-generated indigenous concepts (Patton, 1990). Intra-lesson communication was characterized by its short duration (M=15.8 s) and low rate (M=0.25 min^-1); was predominantly CT-initiated (78.9%), management-oriented (69.7%), neutral (93.7%) and specific (91.5%); and was balanced between descriptive, prescriptive, and interrogative comments. Participants' role satisfaction was high and stable across phases and the perceived influence of intra-lesson communication in role satisfaction was higher for the CT than for the ST. Additionally, a dip in perceived comfort with equipment was noted upon introducing the radio devices; it then rebounded, albeit not to the levels observed during baseline and reversal phases when radio devices were not used. The strongest themes for explaining the data centered on CT/ST interpersonal and professional compatibility, role clarity, and commitment to perceived role function. The radio device did not differentiate communication between phases but was identified as a discrete and immediate communication tool that promoted ST with-it-ness and autonomy.
Keyword(s): professional preparation, research, technology