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La Educación
Número: (117) I
Año: 1994

Purpose of the Study

Given the increased emphasis placed on field experiences in preservice teacher education and the lack of routine formal training for cooperating teachers in the supervision processes, the significance of discovering an effective means of communicating to provide constructive and helpful feedback during the learning process takes on even greater importance. It is clear that one major limitation to the successful development of teaching skills by student teachers is communication during the supervision process (Hoover, O'Shea, and Carroll 1988; Griffin et al. 1983; Zeichner 1980). Although there have been at least four previous investigations using the BIE technology with preservice teachers (van der Mars 1984,1988; O'Pry and Paese 1987; and Giebelhaus and Cruz 1992), this study was initiated as the first in teacher education in which a wireless communication system was utilized systematically to examine the effect and effectiveness of the BIE intervention strategy with student teachers during the ongoing teaching/learning process using a true experimental design. Specifically, the purpose of the study was to determine if student teachers in their last practicum experience before state certification could attend to two sets of verbal stimuli simultaneously and effect immediate changes in their teaching behavior based on the prompts or cues given by their cooperating teacher/supervisor. As such, it lays a foundation in the area of student teaching supervision communication and feedback by providing a framework for future inquiry.