Imaginal Behavioral Analysis: a Multisensory Imagery Scale for Evaluating a Specific Teacher Competency

Abstract

The study developed and used a self-report graphic Multisensory Imagery Scale (MIS) to analyze imaginal behavior and to test the hypothesis that multisensory imagery is a specific teacher competency associated with effective pedagogy, particularly in special education. The MIS was field-tested, abbreviated, performed on teacher-trainees, examined for test-retest reliability, and compared to performance criteria. Twenty imageevoking phrases of the MIS, cumulatively self-scored for the six sensory areas, yielded consistent imagery responses in agreement with ratings of lesson plans and teaching. The data defended the hypotheses, indicated the scale's limited usefulness as a criterion for evaluating groups of interns and training programs, and implied support for competencybased teacher education if properly validated.Although competency-based teacher education and certification (CBTE/C) is currently viewed as a major reform movement in education, the overriding issue remains: &dquo;research on teaching has not been able to turn up such a set of competencies&dquo; (Turner, 1975, p. 9). Not only have the conceptual underpinnings of CBTE been questioned (Houston, 1974), so have the validity and effects of arbitrarily selected lists of teacher-competencies (Brophy & Everston, 1974). Investigators agree that empirical research is needed to validate pedagogic competencies, especially before they are accepted as performance criteria in teacher-internship programs (Shores, Cegelka, & Nelson, 1973). Rosner (1973) also predicted that new materials and measures designed to foster teacher competencies could radically alter all of teacher educationonce research justifies CBTE and monies are committed to such costly programs. Pettigrew (1974) found promise of improved teacher functioning in multicultural settings attributable to CBTE. Edgar and Neel (1976) cautioned, however, that a direct functional relationship between teacher behavior and changes in pupil performance has not been empirically verified, to date, because of complex measurement factors. Gillespie and Sitko (1976), in their CBTE/C model, focused on the special education teachers' pivotal position in the decision-making process for formulating instructional strategies. Current studies (Reing, Note 1 ) continue to search for methods to link specific teacherteaching behaviors and approaches to the amelioration of learning and social disorders in the mentally retarded (MR).