Stability of Behavioral Change - One Year After Precision Micro-Teaching.

Abstract

The purpose of this follow-up study was to determine whether changes in teacher high-level questioning behavior and classroom interaction patterns (rates of pupil and teacher talk) which resulted from the use of operant methodology in a microteaching setting were maintained during the student teaching experience a year later. Twenty University of Minnesota juniors who were preparing to be secondary school science teachers were randomly assigned to a control group or one of vwo experimental groups. Each subject taught 10-minute lessons on one of three topics: color, heat transfer, or simple machines. On the basis of audiotapes of the lessons, questions were categorized as low and high level and rates of pupil and teacher talk determined. Fourteen of the original group completed their student teaching experience and participated in the follow-up study. Each student teacher audiotaped several of what they considered to be their best class sessions. These tapes were analysed for rates of low and high level questions, pupil-initiated content questions, and pupil and teacher talk. Results of the study illustrated the usefulness of operant methodology in teacher education as a means for changing teacher behavior. These behavioral changes were found to be stable over a 1-year period. (MJM)