The Feedback Cycle: Lessons Learned With Video Annotation Software During Student Teaching

2020 ◽  
Vol 49 (1) ◽  
pp. 94-112
Author(s):  
Jillian Ardley ◽  
Maila Hallare
Keyword(s):  
Historically Black ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Research Evidence ◽  
Video Recording ◽  
Lessons Learned ◽  
Video Annotation ◽  
Learning And Development ◽  
Historically Black University ◽  
Feedback Cycle

Video annotation software (VAS) programs, such as GoReact, allow users to provide synchronized feedback in a video recording. This report examines the integration of VAS into a student teaching internship at a Historically Black University during a three-semester period. Through this research, the authors determine the effectiveness of the VAS feedback cycle in terms of support for the learning and development of teacher candidates. The research evidence pinpoints the need for extensive training by all participants and for accessible technical support. Moreover, the research demonstrates a lack of value and understanding of the importance of the VAS feedback cycle from all the participants and stakeholders. Finally, the research recommends that, in order to use the VAS feedback cycle appropriately, all the participants must be trained in the system and in the pedagogy and value of VAS learning systems.

Walking the Talk

2020 ◽  
pp. 1-12
Author(s):  
Ann M. Ellsworth
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Academic Growth ◽  
Lessons Learned ◽  
Young Teacher ◽  
College Classes ◽  
Practicum Experiences ◽  
New Generation

This chapter shares the experiences of a young teacher working in a large urban school district. In college classes she learned how to plan for instruction, write lesson plans, and design assessments that tied to lesson objectives. However, despite practicum experiences, including student teaching, what she was not prepared for were the realities of family struggles and their impact on students and their learning. Expectations of what “should” happen did not match with what occurred. By seeking to understand family circumstances, the author learned that building trust between students and teacher is necessary to further students' emotional and academic growth. Lessons learned from her full-on engagement with elementary students as a classroom teacher now inform her work preparing a new generation of teachers. For those in teacher preparation, the credibility factor matters. Having walked the talk, they can share actual classroom experiences—including their stumbles and successes—with teacher candidates.

Engaging Undergraduate Social Work Students in Challenging Dialogues About Race

2017 ◽  
Vol 22 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Shane R. Brady ◽  
Jason M. Sawyer ◽  
Samara Herrera ◽  
Haley Stevens
Keyword(s):  
Social Work ◽  
Predominantly White ◽  
Historically Black ◽  
Social Work Students ◽  
Lessons Learned ◽  
Predominantly White Institution ◽  
Historically Black University ◽  
White Institution ◽  
Generalist Practice

This study provides a description, overview, and lessons learned from an undergraduate generalist practice course assignment aimed at promoting critical dialogues about race among undergraduate social work students at a historically Black university and students from a predominantly White institution. The preliminary qualitative results from reflection journals provide lessons learned about how students experienced this dialogue project and can be helpful to other undergraduate social work instructors considering incorporating race dialogues into their classes.

The Effects of Guided Video Analysis on Teacher Candidates’ Reflective Ability and Instructional Skills

2016 ◽  
Vol 40 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Sarah A. Nagro ◽  
Laurie U. deBettencourt ◽  
Michael S. Rosenberg ◽  
Deborah T. Carran ◽  
Margaret P. Weiss
Keyword(s):  
Teacher Preparation ◽  
Treatment Group ◽  
Student Teaching ◽  
Video Analysis ◽  
Teacher Candidates ◽  
Video Recording ◽  
Special Education Teacher ◽  
Instructional Skills ◽  
Self Reflection ◽  
Quasi Experimental

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills. Thirty-six teacher candidates with similar prior experience were divided into two groups. Both groups participated in semester long internships where candidates video-recorded their instruction 4 times and wrote four corresponding reflections. Treatment group candidates ( n = 17) also received directed guidance and feedback to supplement video analysis procedures. Both groups self-reported significant improvements in their teaching ability, but only the treatment group demonstrated significant growth in reflective ability and instructional skills over time. Addressing challenges in special education teacher preparation research as well as possible future directions are discussed.

scholarly journals Lessons Learned From a Training Collaboration Between an Ivy League Institution and a Historically Black University

2009 ◽  
Vol 99 (S1) ◽  
pp. S57-S60 ◽  
Author(s):  
Timothy P. Flanigan ◽  
Nanetta Payne ◽  
Emma Simmons ◽  
Jennifer Hyde ◽  
Kaye Sly ◽  
...  
Keyword(s):  
Historically Black ◽  
Lessons Learned ◽  
Ivy League ◽  
Historically Black University

Integrating the Approach With Research at a Historically Black University

2010 ◽  
Author(s):  
David S. Shen-Miller ◽  
James Campbell ◽  
Shayla D. Tumbling ◽  
Tremayne Simpkins
Keyword(s):  
Historically Black ◽  
Historically Black University

HIV/AIDS Knowledge, Attitudes, and Risk Behaviors Among Historically Black University Students

2011 ◽  
Author(s):  
Kathleen H. Dockett ◽  
Evelyn Lieb ◽  
April De La Cruz ◽  
Melinda A. Montgomery ◽  
Tranesha Christie
Keyword(s):  
University Students ◽  
Historically Black ◽  
Risk Behaviors ◽  
Historically Black University ◽  
Aids Knowledge ◽  
Hiv Aids

Transformation and Cross-Cultural Adaptation of Teacher Candidates in an International Student Teaching Program

2021 ◽  
pp. 154134462110285
Author(s):  
Kelley M. King ◽  
Kathryn V. Dixon ◽  
Ricardo González-Carriedo ◽  
Lisbeth Dixon-Krauss
Keyword(s):  
Student Teaching ◽  
Transformational Learning ◽  
Cultural Adaptation ◽  
Teacher Candidates ◽  
International Student ◽  
Cross Cultural ◽  
Cross Cultural Adaptation ◽  
Cultural Adaptability ◽  
The Cross ◽  
International Student Teaching

This case study addressed effects of international student teaching on U.S. teacher candidates’ cross-cultural adaptability and perspectives on language, culture, and schooling. Interviews and the Cross-Cultural Adaptability Inventory were collected from 18 participants before and after 4 weeks student teaching internationally. Interviews were coded using the Cross-Cultural Adaptability Inventory dimensions and interpreted using Mezirow’s transformational learning theory. Findings suggested that increased cross-cultural adaptation aligns with transformational learning. Transformational learning led participants to question assumptions and consider incorporating different perspectives in future teaching.

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