The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation: An experimental study. (October 2021)

• Record Type: Journal Article
• Authors: Strasser, Katherine; Barra, Gabriela; Mendive, Susana
• Is Part Of: Teaching and teacher education. Volume 106(2021)
• Publication Date: 2021-10
• Subjects: Early childhood -- Pre-service teachers -- Language interaction -- Active learning -- Deliberate rehearsal -- High-leverage practices; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2021.103459
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: An experiment was conducted to evaluate the contribution of active learning and deliberate rehearsal to the language-promotion abilities of pre-service teachers. Fifty-nine students enrolled in intensive early childhood or elementary education university programs were randomly assigned to a video analysis, video analysis + deliberate rehearsal, or control condition. Participants in the two experimental conditions produced better language interactions in fictional -but not real-scenarios than students receiving only intensive university training. Deliberate rehearsal did not have an additional impact over video analysis. Implications for university teaching of language promotion abilities are discussed. Highlights: Student teachers who are not in work-placement need opportunities to develop abilities effectively. Video analysis and deliberate rehearsal have been shown to be effective for developing skills, but they have not been tested in pre-service teachers. An experiment with 59 students of early childhood and elementary education was conducted. Video analysis and deliberate rehearsal improved students' use of effective language interactions. There was no additional contribution of deliberate rehearsal above video analysis.