Enhancing Mentoring of Teacher Candidates Through Consultative Feedback and Self-Evaluation of Instructional Delivery

• Published in: Teacher education and special education Vol. 33; no. 3; pp. 191 - 212
• Main Authors: Capizzi, Andrea M., Wehby, Joseph H., Sandmel, Karin N.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2010; SAGE PUBLICATIONS, INC
• Subjects: Candidates; Computer training; Consultants; Consultation; Efficacy; Feedback; Feedback (Response); Instructional Effectiveness; Mentoring; Mentors; Positive Reinforcement; Praise; Preservice Teachers; Self evaluation; Self Evaluation (Individuals); Selfevaluation; Student Teacher Evaluation; Teacher Competencies; Teachers; Teaching; Teaching Methods; Video Technology; teacher candidates; mentoring; preservice teachers; special education; teacher training
• ISSN: 0888-4064; 1944-4931
• DOI: 10.1177/0888406409360012

In this study, the authors evaluate the efficacy of videotape analysis with structured expert consultation and self-evaluation to improve teacher candidates’ instructional delivery. A single-case, multiple-baseline, across-participants design was used to evaluate lesson components, rate of praise statements, and rate of opportunities to respond included by teacher candidates in their teaching. After teacher candidates videotaped their instructional delivery, they met with an instructional consultant and evaluated the components of instruction included in the lesson, received feedback and guidance from the instructional consultant, and established goals for subsequent instruction. Consultation was effective in increasing the number of lesson components and amount of behavior-specific praise delivered during instruction for all participants. Effects varied by participants for rates of opportunities to respond. Limitations of this study and future implications for research are discussed.