Using Technology to Deliver Immediate Corrective Feedback to Preservice Teachers

Mary Catherine Scheeler, David L. Lee

Research output: Contribution to journalArticlepeer-review

56 Scopus citations


Teacher preparation programs are under scrutiny for their role in the troubled American educational system. If American education is to improve, teacher educators must identify and encourage teachers to use effective teaching practices. A promising technique for increasing use of teaching practices is providing feedback to teachers on newly acquired behaviors. The focus of this study was to examine the effects of immediate corrective feedback on one specific teaching behavior, use of three-term contingencies, to preservice teachers. A multiple baseline design across participants was used to evaluate the effects of immediate corrective feedback, delivered via a wireless FM listening system. Immediate corrective feedback (as compared with delayed feedback) was shown to be an effective way to increase preservice teacher completion of three-term contingency trials by all participants. These findings and other considerations for additional research using feedback are addressed.

Original languageEnglish (US)
Pages (from-to)231-241
Number of pages11
JournalJournal of Behavioral Education
Issue number4
StatePublished - 2002

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology


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