The Effects of a Model Videotape and Feedback Videotapes on the Teaching Styles of Teachers in Training

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Abstract
This experiment investigated the effects of four levels of videotape training on a specific class of teacher behaviors. The study analyzed the effects of 1.) a combined model and feedback tape intervention, 2.) a model tape intervention, 3.) a feedback tape intervention, and 4.) a control condition, upon the amount of positive feedback used by teachers in teaching a block sorting task to a preschool child. The Ss were twenty teacher-trainees at George Peabody College, and twenty 3- and 4-year old children. The data was analyzed using covariance analysis. The findings demonstrated that the combined model and feedback videotape technique and the model videotape technique are effective while the feedback videotape intervention is ineffective in changing teaching behaviors. Several possible explanations were offered.

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