The Effects of a Bug-in-the-Ear Device on Intralesson Communication Between a Student Teacher and a Cooperating Teacher

Kahan, David
October 2002
Journal of Teaching in Physical Education;Oct2002, Vol. 22 Issue 1, p86
Academic Journal
This case study of a student teacher (ST) and her cooperating teacher (CT) employed an AB[sub 1]B[sub 2]A reversal design over an entire high-school-level student teaching practicum to determine the effect of a two-way, bug-in-the-ear radio device on dyadic intralesson communication characteristics, participant role satisfaction with the device, and attitude toward using the device and additional equipment. Likert-scale, postlesson questionnaires measured participant satisfaction with their roles, the communication, and equipment. An exit interview was conducted to obtain explanations for data trends. Intralesson communication was characterized by its short duration (M = 15.8 s) and low rate (M = 0.25 communications/min). It was predominantly CT-initiated, management oriented, neutral, and specific. And it was balanced between descriptive, prescriptive, and interrogative comments. Analysis of exit interviews revealed three themes to explain characteristics of and responses to communication, and the devices used to elicit it: CT/ST interpersonal and professional compatibility, role clarity, and commitment to perceived role function. The radio device/intervention did not differentiate communication characteristics from baseline or reversal phases; however, participants identified it as a discrete and immediate communication tool that promoted ST �with-it-ness� and autonomy. Key Words: supervision, feedback, intervention


Related Articles

  • GATHERING FAMILY STORIES: FACILITATING PRESERVICE TEACHERS' CULTURAL AWARENESS AND RESPONSIVENES. Kidd, Julie K.; S�nchez, Sylvia Y.; Thorp, Eva K. // Action in Teacher Education;Spring2004, Vol. 26 Issue 1, p64 

    This study examined preservice teachers' (N = 42) perceptions of the effects of gathering family stories on their cultural awareness and responsiveness. An overarching theme that emerged was the increased communication with families that occurred because of the interns' required participation in...

  • Memories, Misgvings, and Future Vision: Fostering Multicultural Understandings of Preservice Teachers. Atkinson, Terry S.; Gabbard, David A. // JCT: Journal of Curriculum Theorizing (1057896X);Winter2003, Vol. 19 Issue 4, p87 

    Recognizes the importance of educating preservice teachers for cultural diversity. Nature of developing preservice teacher knowledge; Importance of communication between teachers, schools, students and families; Implications for improving preservice and veteran teachers.

  • SUPERVISING THE STUDENT TEACHER IN THE PUBLIC SCHOOL. Ediger, Marlow // Education;Winter2009, Vol. 130 Issue 2, p251 

    The student teacher being supervised in the public school soon becomes a full time, licensed teacher. Student teaching is perceived to be the cap stone or final course in undergraduate preparation before entering the profession of being a teacher. It carries much responsibility for the...

  • ICT in teacher education: Examining needs, expectations and attitudes. Zuochen Zhang; Martinovic, Dragana // Canadian Journal of Learning & Technology;Spring2008, Vol. 34 Issue 2, p9 

    An exploratory case study was designed to obtain pre-service teachers' expectations of and attitudes toward the learning and integrating of Information and Communication Technologies (ICT) into their teaching and learning. Given the diverse demographic backgrounds and social conditions of the...

  • Examining the supervision of mathematics student teachers through analysis of conference communications. Fernandez, Maria Lorelei; Erbilgin, Evrim // Educational Studies in Mathematics;Sep2009, Vol. 72 Issue 1, p93 

    Student teaching is often a capstone experience in the preparation of mathematics teachers. Thus, it is essential to better understand key aspects of the experience. We conducted a qualitative study of post-lesson conferences led by supervisors (classroom cooperating teachers and a university...

  • Characteristics of Highly Effective Cooperating Teachers: A Study of Their Backgrounds and Preparation. Killian, Joyce E.; Wilkins, Elizabeth A. // Action in Teacher Education;Winter2009, Vol. 30 Issue 4, p67 

    This study used interviews and other artifacts collected during student teaching as the basis for rating 13 elementary cooperating teachers on their supervisory effectiveness, Once highly effective cooperating teachers were differentiated from their less effective peers, researchers used ex post...


    In this study, we tried to determine the efficiency of the education faculty students concerning whether they have the required level of ability in their subject area to perform the teaching profession, their love of profession and humanity, power of communication classroom management, planning...

  • Introduction of ICT and multimedia into Cambodia's teacher training centres. Dionys, David // Australasian Journal of Educational Technology;2012, Vol. 28 Issue 6, p1068 

    This article describes the integration of ICT in the teacher training centres of Cambodia. It focuses on the collaboration between the Teacher Training Department of the Ministry of Education, Youth and Sports (MoEYS) of Cambodia and VVOB (Flemish Association for Development Cooperation and...

  • Teaching Teachers for the Future (TTF): Building the ICT in education capacity of the next generation of teachers in Australia. Romeo, Geoff; Lloyd, Margaret; Downes, Toni // Australasian Journal of Educational Technology;2012, Vol. 28 Issue 6, p949 

    The Teaching Teachers for the Future (TTF) project is a unique nationally significant project funded by the Australian Government through the Department of Employment, Education and Workplace Relations (DEEWR, Au$8.8 million) and the Information and Communication Technology Innovation Fund...


Read the Article


Sign out of this library

Other Topics