There's a Bug in My Ear: Value Adding through Authentic Interview Experience

Abstract

This article describes an effective method for training early childhood teacher education students in interview skills as a preparation for future employment interviews. The method situates learning within a near authentic experience using an interactive coaching model. Students experienced the interview situation in a simulated environment, which tried to model actual employment interviews. Students adopted the roles of interviewer, interviewee, coach and observer. As these roles were rotated, students' understanding of interview processes and interview skills were steadily developed to the point where the majority of the students demonstrated high quality interview skills. The inclusion of an interactive coaching facility and the provision of video feedback provided another facet that improved the efficiency of the training model. Outcomes in terms of student evaluations and success at subsequent employment interviews suggested that the methodology was highly effective in enhancing the skills of all students involved.

Developing deep learning approaches and personal teaching efficacy within a preservice teacher education context

“…Jigsaw format was also used with co-operative learning methods. In other cases the teaching content and method of delivery were refocused to a personalised dimension (see Gordon, 2000;White & Gordon, 2000). Personalisation and personal reflection were also encouraged through the use of reflective learning journals and the exposition of personal theories of learning (see Gordon & Dunshea, 1996;Hoban, 1998).…”

“…Where reports were lengthy and contributed to a sizeable proportion of the grade, these were submitted progressively in stages, with each stage contributing to the grade (e.g., Gordon & Dunshea, 1996). Often where presentations were given to the class, self and peer assessment methods contributed wholly or partially to the grade awarded (e.g., White & Gordon, 2000).…”

Peer coaching with interactive wireless technology between student teachers: Satisfaction with role and communication

“…We, too, looked to ways that we could enhance our PETE students' learning to teach. We looked to other pre-service contexts where Gordon and co-workers (Gordon, Gibson, Hall, Dillon, & Perisce, 1997;White & Gordon, 2000) used the third ear device to support peer coaching in a training method to develop interviewing techniques and other interpersonal skills. Essentially the lecturer or a trained peer coach provided technology-assisted feedback to a trainee who was in a ''remote location'' -in the next room behind a one-way window.…”

“…Knowing of the success of White and Gordon (2000) in using wireless-assisted peer feedback to develop professional skills of their early childhood STs, albeit in mock job interview situations, we anticipated that, through such vicarious means of support, PETE students would be able to accelerate their learning phase. We planned to maximize the clinical experiences in a teaching methods module by providing pairs of STs with interactive technology.…”