Effectiveness and effiency of teaching by delivering prompts and feedback, as well as by only feedback to the prospective teachers for acquisition of teaching skills, and the affects on maintenance and genaralization

The purpose of this investigation, was to examine the comparative effectiveness and effiency of delivering prompts and feedback and only feedback on acquisition, genaralization and maintenance of teaching skills that comprised of presentation of planned lesson and writing of lesson plans by prospective teachers in practicum site for students with mentally disabled.In this study, adapted alternating treatment among the comparative models from single-subjected experimental designs was utilized. In order to, assess the teaching skills, ?Teaching Skills Checklists? were used.Subjects of this study were comprised of two undergraduate students who were able to take fourth years course of (the Education Period of 2007-2008) 1st and 2nd semester of Education Division of Students with Mental Retardation of Special Education Department Gazi University.In this study, data were analyzed graphically.While subject number one and two acquire presentation of planned lesson skills by delivering prompts and feedback 99% and 100% level, their respective levels of were 98% and 94% presentation of planned lesson by delivering only feedback. The findings provided evidence for no actual difference between delivering prompts and feedback and delivering only feedback applications on acquisition presentation of planned lesson of subjects. However the variance between two applications treatments phases differed in favour of delivering prompts and feedback .While subject number one and two acquire writing of lesson plans skills by delivering prompts and feedback 100% level, their respective levels of were 98% and 94% writing of lesson plans skills by delivering only feedback. The findings provided evidence for no actual difference between delivering prompts and feedback and delivering only feedback applications on acquisition presentation of planned lesson of subjects. However the variance between two applications treatments phases differed in favour of delivering prompts and feedback .As a result, applying to delivering prompts and feedback and delivering only feedback to the subjects to acquire writing of lesson plans and presentation of planned lesson has been found effective. However, small amount of differance was founded beetwen two applications in favour of delivering prompts and feedback. It is observed that, after 38, 86, and 160 days, the respective teaching skills acquire by the subjects via both of the said methods were maintained, and showed no variance with regard to their writing of lesson plans and presentation of planned lesson about concepts and skills, and their generalization to different classes. Social validity results indicated that preffered delivered prompts and feedback instead of delivered only prompts in acquiring presentation of planned lessons. They stated since writing of lesson plans takes too much time with delivered prompts and feedback. They stated that it would be more useful to rehearsal how to writing of lesson plans.Key Words: Students with Mentally Disabled, Practicum, Special Education Practicum, Teaching Skills Checklists, Prospective Teachers, Delivering Prompts, Delivering Feedback.