Near peer video-based observations: Using student teaching videos to train aspiring school

ID: 54519 Type: Brief Paper
  1. W. Sean Kearney and James Jurica, Texas A&M University San Antonio, United States

Tuesday, March 19 4:35-4:55 PM

No presider for this session.

This study examines the value of using near peer video-based observations to help train aspiring future teachers. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were then uploaded to a secure website utilizing EdPuzzle. Graduate students enrolled in a supervision course at the same university observed these classroom videos and provided feedback to the future teachers. This research is part of a larger study in which feedback was solicited from both the aspiring teachers and the aspiring school leaders regarding this experience. The central research question posed in this study is: What can be learned from the use of near peer video-based observations within an educational leadership preparation program? In regard to their own growth, participant responses fell into three themes: establishing trust; providing critical feedback; and broadening perspectives. It is clear that video recordings offer a number of unique advantages that do not exist in face to face observations. Foremost among these is the ability to replay the video multiple times. For students who are learning about their role as supervisor, this can be a truly important benefit. The ability to pause and reflect or rewind and re-watch teaching segments can help aspiring leaders identify areas of need and provide meaningful feedback to the teacher they are observing.

Topic

Conference attendees are able to comment on papers, view the full text and slides, and attend live presentations. If you are an attendee, please login to get full access.