Directed Rehearsal and Preservice Teachers' Performance of Instructional Behaviors

This investigation evaluated the use of directed rehearsal to improve the teaching behaviors of four preservice elementary physical education teachers during a teaching practicum. Directed rehearsal consisted of two phases: (a) initial feedback following baseline, review of teaching behaviors, and rehearsal; and (b) rehearsal contingent upon errors made during each lesson. Three teaching behaviors were assessed using a multiple baseline design across behaviors for each teacher. Social validity in the form of the acceptability of directed rehearsal as a teacher training intervention also was assessed using a questionnaire. Results indicate that directed rehearsal was effective in improving the teaching behaviors of the four teachers in this study to 100% correct implementation. In addition, the intervention was acceptable to the teachers and the class instructor.