The purpose of this study was to measure pre-service teachers’ (PST) movement and feedback while receiving teaching cues through wireless communication.
Method:
Twelve PST (n = 7 male; n = 5 female) taught 12 lessons in an introductory elementary methods course. Using a quasi-experiment design, PST were systematically assigned to one of three conditions: (1) control – no cues; (2) instructor – cues from the instructor; or (3) peer – cues from a teaching peer. PST wore an ear bud wireless receiver, while the instructor/peer provided cues through a wireless microphone transmitter. Individual interviews were conducted with each PST at the conclusion of the course.
Analysis/Results:
A research assistant reviewed and coded videos of the PST for sector changes (SC), motivational feedback (MFB), and performance feedback (PFB). Inter-rater reliability was established by the primary researcher and research assistant on four occasions: SC (97.8%); MFB (93.5%); and PFB (95.4%). Data were converted to rate per minute to normalize lesson lengths. A Multivariate Analysis of Variance (MANOVA) was conducted using SPSS version 22. Interview data were transcribed and subject to standard qualitative methods in order to generate themes (Patton, 1990). Results indicated significant differences for the instructor condition only, Wilk’s Λ = 0.656, F(6, 62) = 2.4, p < .05. Specifically, univariate analysis signified PST gave more performance feedback when the instructor provided cues F (2, 33) = 8.5, p=0.001. Post Hoc comparisons using Bonferroni indicated the mean score of performance based feedback for the instructor condition (M = 1.14, SD = .33) was significantly higher than the peer condition (M = .81, SD = .30) or the control condition (M = .61, SD = .31). It is important to note the mean score was higher for the peer condition compared to the control condition, even though there was not statistical significance. Interview data revealed the following dominant themes: (1)PST focused more on teaching when using ear buds; (2)Ear buds were sometimes distracting; (3)Suggestions for improved implementation; and (4)Differences in peer and instructor cueing.
Conclusions:
The results of this study show selected teaching behaviors can be increased when PST receive cues using ear bud devices. However, effectiveness can vary based on whether cues are given by a peer or instructor. Overall, interviews showed PST felt positively about their experience using ear buds, but also pointed out how future use could be improved to provide fewer distractions.