DIFFERENCES BETWEEN EXPERIENCED AND INEXPERIENCED PHYSICAL-EDUCATION TEACHERS AUGMENTED FEEDBACK AND INTERACTIVE TEACHING DECISIONS

This study represents a descriptive analysis of feedback patterns and perceptual maps of experienced and inexperienced teachers. Five experi enced elementary physical education teachers and 5 inexperienced teach ers participated in the study. Data were collected by videotaping and audiotaping three lessons taught by each teacher. Transcripts of audio tapes were made for all verbal feedback administered by the teachers, and each unit of feedback was coded from the written transcripts using a multidimensional observation system. Following the second and third lessons, patterns in cue perception employed by teachers during feedb ack interaction were accessed using a stimulated recall interview and concept mapping techniques. Results indicated that inexperienced teach ers did not differ from experienced teachers in their feedback structu re. However, experienced teachers differed from inexperienced teachers on their perceptual patterns. Specifically, perceptual maps of experi enced teachers were more complex and were organized hierarchically, wh ereas inexperienced teachers' patterns tended to be sparse and hierarc hically shallow.