Keilty, Gerald Charles2019-02-2219751975b14601151https://hdl.handle.net/2144/33491Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.The problem of the study was an investigation of the effect of instruction and supervision in interaction analysis on the attitudes toward teaching, pupils' perceptions of teacher influence and teaching effectiveness of pre-service secondary school physical education teachers. A sub-problem was the development of an instrument to measure teaching effectiveness. Out of a class of prospective student teachers, eleven subjects were assigned to the experimental group and ten to the control group. The subjects engaged in a one semester peer teaching program and a three week student teaching program. The experimental subjects received fifteen hours cf instruction in the use and understanding of Cheffers Adaptation of Flanders Interacti on Analysis System before the peer teaching program began. All subjects taught three 8-10 minute lessons during this period; engaged in conferences with their supervisors and peers immediately following each lesson; viewed videotapes of their lessons on the same day and discussed their performance with the investigator and their peers; and participated in a follow-up conference with the investigator to reinforce previous input. During the latter conference, the experimental subjects received additional feedback from the investigator in the form of interpretations of interaction analysis matrices of their lessons. [TRUNCATED]en-USThesis/Dissertation1171902207052099182195800001161