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Effects of supervisory profiling on targeted feedback behaviors of preservice physical educators

University of British Columbia

A review of the research in the area of teacher education and especially in the domain of preservice teacher supervision in physical education has indicated the need for improvements in supervisory practices (Paese, 1984b; Tannehill & Zakrajsek, 1988). Although several contemporary, research-based supervisory innovations have been made available for use by university advisors and cooperating associate teachers, few of the methods have been practiced (and none of them extensively) in the actual school setting (Freiberg & Waxman, 1988; Siedentop, 1985; Taggart, 1988). Reasons for this phenomenon were considered in light of school culture and educational change research. The completed study measured the effects of specific supervisory feedback methods on the absolute and relative frequencies of four categories of feedback utilized by student teachers in secondary school physical education lessons. Data collected illustrated the magnitudes by which each condition of supervisory feedback changed the amounts and/or ratios of these types of feedback used by the subjects. Statistical analysis (MANOVA) of the data was used to determine that no significant differences existed amongst the groups as a result of the treatments and the repeated interventions. Implications for the most effective supervisory feedback strategies and for the development of alternate methods of student teacher supervision were discussed in light of both quantitative and qualitative results and observations.

Text

2010-11-26

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http://hdl.handle.net/2429/30158

Physical Education

University of British Columbia

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