Performance Feedback in Teacher Preparation: Improving Preservice Teachers’ Use of High Leverage Practices Through Mixed-Reality Simulation

Challenging classroom behaviors are a leading cause of beginning teachers’ stress and attrition. It has been a longstanding criticism that teacher preparation programs are not adequately providing preservice teachers with the proper strategies to help them deal with behavior problems effectively. This study examines the effects of performance feedback and deliberate practice using a mixed-reality simulation on preservice teachers’ use of high leverage practices. Simulators are well suited for training preservice teachers in high leverage practices because it allows for repeated practice and opportunities for performance feedback. Findings are presented from research on the use of performance feedback and deliberate practice within a controlled environment in a teacher preparation course for undergraduate general education preservice teachers. There were significant shifts in preservice teachers use and efficacy of three targeted high leverage practices. Findings hold implications for the preparation of special and general education teachers