Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development

Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedb...

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Bibliographic Details
Published in:Journal of special education technology 2018-12, Vol.33 (4), p.247-258
Main Authors: Schaefer, John M., Ottley, Jennifer R.
Format: Article
Language:English
Subjects:
Accuracy
Audio Equipment
Coaching (Performance)
Educational Quality
Educational Technology
Evidence Based Practice
Faculty Development
Feedback
Feedback (Response)
Instructional Effectiveness
Interrater Reliability
Intervention
Preservice Teachers
Professional development
Teacher Student Relationship
Teaching Methods
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Summary:Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.
ISSN:0162-6434
2381-3121
DOI:10.1177/0162643418766870