The effectiveness of packaged training in a high- or low-inference observation system and/or preferred supervisory practices on the social emotional climate of student teachers

In addition, the study sought to determine whether student teachers changed in their direction of verbal behavior from learner centeredness to teacher centeredness or vice versa when cooperating teachers received the above-mentioned training.

The data for the study were obtained during the Winter and Spring Quarters 1977-78 at The University of Tennessee, Knoxville, and during the Spring and Fall Semesters 1978 at Delta State University. The sample included 63 teams of cooperating and student teachers who agreed to participate in this experimental study.

The Modified Social Emotional Climate Index was developed as a subscripted version of the Social Emotional Climate Index by Withall to be used as the low-inference observation system; the Social Emotional Climate Index was the high-inference system.

Subjects were apprised of the objectives of the study through the use of a videotaped orientation. Subjects voluntarily agreed to participate in the study and signed consent forms. The subjects were randomly assigned to a control group or one of three experimental groups. Three learning packages were developed for use with this study. Two packages were used to train cooperating teachers in the observation of verbal behavior with the SECI or the MSECI. The other package was used to train cooperating teachers in preferred pre-post-teaching conferences. All three packages utilized a feedback approach.

The groups were divided as follows: I--Control, II--Supervisory Training Only (conferencing), III--Supervisory and High-Inference Training, and Iv--Supervisory and Low-Inference Observation Training.

Based upon the findings of the present study, the following conclusions were made:

1. Using packaged training with a high- or low-inference observation system and/or preferred supervisory practices can reduce the neutral statements made by student teachers in the classroom.

2. Using packaged training in supervisory practices can reduce learner supportive statements made by the student teacher.

3. Observation systems with different inference levels which measure the same dimension do not effect differences in the verbal behavior.

4. Using an observation system which measures the social emotional climate (MSECI or SECI) can help student teachers to become learner centered in their verbal behavior.