Secondary Teachers’ Frequencies of Behavior-Specific Feedback While Delivering Simulated Lessons in a Virtual Learning Environment

• In Event: Improving Preservice Teachers’ Reflective and Evaluative Feedback Mechanisms

Abstract

Virtual reality holds promise for expanding and redefining field experiences (Hixon & So, 2009). For example, in contrast to actual classrooms, virtual environments are safe, flexible, and readily usable, allowing training conditions to include real-time coaching and other enhancements. We evaluated the usability and efficacy potential of remote, private, real-time coaching, i.e. Tele-Coaching, to produce rapid increases in positive behavior-specific feedback (PBSF) by 3 experienced middle/secondary classroom teachers during simulated lessons in a virtual learning environment. Tele-Coaching produced increased frequencies that were maintained to varying degrees in short- and long-term follow-up probes. We concluded that Tele-Coaching has the potential to produce rapid increases in teachers’ PBSF during a simulated lesson that were somewhat maintained to varying degrees in follow-up probes.

Authors

• Earle Knowlton, Morningside College

• Martha D. Elford, University of Kansas