Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Increasing Pre-service Special Education Teacher Skills on Performance Feedback

  • Tosha L. Owens, Ph.D. (Author) East Carolina University image/svg+xml https://orcid.org/0000-0003-1986-4821
    Tosha L. Owens, Ph.D., is an Assistant Professor in the College of Education, Department of Special Education, Foundations, and Research, at East Carolina University. Her research interests include increasing general education access for students with challenging behavior, culturally responsive behavioral support, and reducing disproportionate discipline through positive behavioral interventions and support (PBIS).
  • Melissa E. Hudson, Ph.D. (Author) East Carolina University https://orcid.org/0000-0002-7673-4719
    Melissa E. Hudson, Ph.D., is an Associate Professor in the College of Education, Department of Special Education, Foundations, and Research, at East Carolina University. Her research interests include general curriculum access and inclusive education for learners with severe disabilities.
  • Karen S. Voytecki, Ph.D. (Author) East Carolina University
    Karen Voytecki, Ph.D., is an Associate Professor of Special Education at East Carolina University. Her research interests include utilizing technology for teacher preparation, co-teaching in higher education, inclusive education, and classroom management. Dr. Voytecki received the Clarissa Hug International Teacher of the Year award from the Council for Exceptional Children.
DOI
https://doi.org/10.64546/jaasep.490
Abstract
Special educators are often placed in a collaborative leadership role, supporting others in implementing appropriate educational supports for students with disabilities across the educational environment. Furthermore, special educators are often seen as agents of change, often coaching peer-teachers to ensure best practices are being used to gain the most progress. This study investigated the impact of a training package focused on teaching performance feedback skills on the number of performance feedback statements made by 24 pre-service special education teacher majors during debrief meetings immediately following simulated teaching experiences. Results indicated that, prior to the intervention, participants gave their peers two and one half times more positive feedback than constructive and made themselves the focus of constructive feedback twice as often as their peers. Following the intervention, the number of constructive performance feedback statements given to peers increased while the number of positive performance feedback statements remained stable.
Keywords
Feedback (Response), Intervention, Peer Evaluation, Performance, Preservice Teacher Education, Preservice Teachers
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There are 25 references in total.
How to Cite
Owens, T. L., Hudson, M. E., & Voytecki, K. S. (2022). Increasing Pre-service Special Education Teacher Skills on Performance Feedback. Journal of the American Academy of Special Education Professionals, 17(2), 58-76. https://doi.org/10.64546/jaasep.490

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  • Article Type Articles
  • Submitted May 12, 2022
  • Published June 15, 2022
  • Issue Spring/Summer 2022
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