To investigate the effects of interaction analysis feedback on the verbal behavior of student teachers, 40 college seniors enrolled in an elementary teaching program were randomly selected and divided into experimental and control groups. Following training in interaction analysis during an academic quarter, subjects were assigned to eight…

The purpose of this research experiment was to investigate the effectiveness of one type of simulation (consisting of a series of anxiety-inducing motion picture vignettes, split-screen video tape recording, and a trained recall worker) in reducing anxiety and thereby increasing the subsequent classroom interaction of student teachers. A secondary…

In comparing the pretest-posttest scores of student teachers, it was discovered that the group which had been exposed to the Flanders Interaction Analysis significantly increased their self-concept scores, whereas the control group not so treated did not. This result occurred whether the instrument measured self concept of the individual or self…

FOURTEEN FOREIGN LANGUAGE STUDENT TEACHERS WERE TAUGHT THE FLANDERS SYSTEM OF INTERACTION ANALYSIS, ADDING A BEHAVIORAL-SCIENCE DIMENSION TO THEIR CUSTOMARY STUDY OF NEW METHODS OF FOREIGN LANGUAGE TEACHING. PRE- AND POST-TESTS WERE ADMINISTERED AFTER 8 WEEKS, COVERING (1) PUPIL ATTITUDES TOWARD THE FOREIGN LANGUAGE, FOREIGN LANGUAGE TEACHER, AND…

This investigation sought to determine the effects of a perceptual modeling concept, presented during the preservice experience, on the verbal behaviors of student teachers in their student teaching experience. Fifty-two preservice teachers were randomly assigned to an experimental or control group. The experimental group received instruction…

Analysis of verbal interaction between student business teachers and their students provides basis for improving instruction. (MF)

Analyzed were behaviors of secondary school science student teachers and their cooperating teachers. Objectives were (1) to provide data on teacher behavior by describing aspects of teacher-pupil verbal interaction, (2) to identify non-random changes in verbal behaviors of the student teacher, (3) to relate these changes to the verbal behaviors of…

THIS STUDY WAS CONDUCTED TO DETERMINE THE RELATIONSHIP BETWEEN THE VERBAL BEHAVIOR OF STUDENT TEACHERS AND THE ACHIEVEMENT AND SELECTED ATTITUDES OF EIGHTH GRADE STUDENTS. TEN STUDENT TEACHERS PARTICIPATED IN A WORKSHOP DESIGNED TO PREPARE THE STUDENT TEACHERS TO TEACH SCIENTIFIC INQUIRY. THE STUDENT TEACHERS WERE RESPONSIBLE FOR TEACHING A…

Classroom simulation and interaction analysis are 2 new approaches to preservice observation and practicum training which involve maximum student participation in the learning experience. A 2-factor design was used to investigate the interacting effects of these 2 types of training; 92 student teachers in randomized groups received interaction…

The purpose of this research project was to ascertain the medium (i.e., video tape, audio tape, or regular supervisory feedback) that had the greatest impact in changing the classroom interactive behavior of selected student teachers as measured by Flanders' interaction analysis categories. The study involved three matched groups of student…

Microteaching (MT) has been used for teacher training in the United States for over ten years with varying amounts of success. This newsletter reviews two experiments in MT that were conducted in Sweden. The first experiment sought to determine whether MT was appropriate for teacher training. Using a factorial design study supplemented by…

The purpose of the study was to determine whether differences in verbal interaction existed between study teachers and first, second, and third year teachers with preservice instruction in Flanders Interaction Analysis Categories (FIAC) and a comparison group without such instruction. (TIAC is a system of 10 categories which classifies verbal…

A stratified random sample of 84 student teachers in secondary school academic subject areas was distributed into four treatment groups according to a trichotomization of their scores on the Minnesota Teacher Attitude Inventory (MTAI). Each student teacher taught two 20-minute lessons with the same content to different classes of five pupils. On…

A study was conducted to investigate the effects of interaction analysis feedback on the verbal behavior of student teachers. Forty randomly selected senior elementary education students at the University of South Florida were trained in interaction analysis, and each was observed for eight weekly 15-minute periods during student teaching. Data,…