Supporting Preservice Teachers to Implement Systematic Instruction through Video Review, Reflection, and Performance Feedback
Overview & Synopsis
Eleven preservice teachers in a dual early childhood/early childhood special education teacher education program participated in a case study to determine the effects of a professional development intervention on use of an evidence-based practice (EBP). The intervention included training, practice, planning, video self-reflection, and group feedback to support implementation of constant time delay procedures with children in early childhood special education settings. After participating in the intervention, the majority of participants implemented the practice with fidelity. Implications for teacher education are discussed.
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Supporting Preservice Teachers to Implement Systematic Instruction through Video Review, Reflection, and Performance Feedback |
|---|---|
| Author / Organization | McLeod, Ragan H. |
| Subject & Discipline | Preservice Teachers, Video Technology, Feedback (Response) |
| Categories | Education & Pedagogy |
| Publication Year | 2020 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-189125 |
| Original Source Link | Visit Source Page on eric.ed.gov » |