Effects of Concurrent Self-Monitoring on Preservice Teachers’ Instructional Practice

Traditionally, teacher preparation programs rely on feedback from supervisors to promote generalization of trained instructional practices to the classroom setting. With classroom visits limited by time and financial constraints, supervisors must focus their feedback on a small number of instructional practices. Implementation of self-monitoring allows pre-service teachers to collect information on instructional behaviors, therefore providing feedback on the behavior without the direct involvement of supervisors. This study explored the use of self-monitoring as a form of feedback for preservice teachers. Specifically, effects of concurrent self-monitoring on percentage of completed learning trials and rate of completed learning trial delivery and social validity of the intervention were explored. Results indicate self-monitoring positively affected percentage of learning trials completed by teachers, but had modest results on rate of learning trials delivered. Furthermore, use of the self-monitoring procedure received favorable ratings from all of the participants.