Microteaching, Feedback, Dogmatism, and Nonverbal Perceptiveness

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Abstract
This exploratory study examines the relationship between various conditions of feedback in peer microteaching, the personality dimension dogmatism, and nonverbal perceptiveness. S s were 74 trainee teachers who were assigned to feedback conditions on the basis of dogmatism scores and then participated in a seven-week treatment period. The statistical procedure known as part correlation was used to gain measures of the extent to which S s changed their nonverbal perceptiveness. This measure of change in nonverbal perceptiveness was related to dogmatic tendencies and feedback conditions. Although no consistent relationship was found to exist between dogmatism and change in nonverbal perceptiveness, there was a strong indication of dogmatic S s changing their nonverbal perceptiveness when involved in the treatment condition peer microteaching with public feedback.

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