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ERIC Number: ED357014
Record Type: RIE
Publication Date: 1992
Pages: 13
Abstractor: N/A
Using Videotape As a Supplement to Traditional Student Teacher Supervision.
Thomson, W. Scott
Studies have found that the more familiar student teachers are with competency-based assessment measures and the more exposure they have to self-assessment and assessment by supervising teachers and professors, the more competent they will be in class. Programs that involve videotaping student teachers have been found to be effective assessment strategies. Various studies and programs have been conducted in which videotape recordings of teaching behaviors of student teachers are produced as part of a self-assessment or evaluation by other educators. In one example, student teachers videotaped themselves as they taught and then mailed the videotapes to a faculty supervisory team on a university campus; the team viewed the tapes and initiated conference calls to the student teachers and their cooperating teachers to provide feedback. In another study, students felt that optimum learning occurred when the student teacher and the supervisor viewed the tape together and discussed the evaluation in the context of the lesson being watched. One obstacle to program effectiveness may be the discomfort student teachers experience when learning to use new technology such as camcorders. The roles of the supervisor, the cooperating teacher, and the student teacher in utilizing videotaping as a supplemental supervisory tool are clarified. (JDD)
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A