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.

Generalization Training in Special Education Teacher Preparation: Does It Exist?

2017 ◽  
Vol 40 (3) ◽  
pp. 179-193 ◽  
Author(s):  
Andrew Markelz ◽  
Benjamin Riden ◽  
Mary Catherine Scheeler
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Special Education Teacher ◽  
Teaching Skills ◽  
Preparation Programs ◽  
Education Teacher ◽  
Course Syllabi ◽  
K 12

Enormous resources are committed by universities to prepare special educators to impact student outcomes of our most vulnerable and neediest learners. Generalizing teaching skills from university to K-12 classrooms must be a component of teacher preparation curriculum; otherwise, we continue to merely train our teacher candidates and hope they sustain and generalize their newly acquired skills. Through self-reported surveys and extant data analysis, we identify the extent to which our sample of special education teacher preparation programs are teaching their teacher candidates to generalize newly acquired teaching skills to in-service settings in K-12 classrooms. Results indicate ambiguity with familiarity of generalization techniques and fidelity of implementation. Programming for generalization is absent in reviewed course syllabi, and student teaching supervisors report a disconnect between university and classroom realities. We recommend a systematic approach to programming for generalization by increasing awareness of generalization techniques through professional development, including accountability measures in course syllabi, focusing on high-leverage practices to create more cohesive preparation programs, and improving communication between instructors and student teaching supervisors. Limitations and future research recommendations are discussed.

Promoting Reflective Ability Through a Comprehensive Field Experience That Combined Video Analysis and Bug-In-Ear Coaching

2021 ◽  
pp. 016264342110220
Author(s):  
Sarah A. Nagro ◽  
Kelley Regan ◽  
Christan Coogle ◽  
Kristen M. O’Brien ◽  
Alexandra R. Raines ◽  
...  
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Video Analysis ◽  
Teacher Candidates ◽  
Field Experience ◽  
Single Case ◽  
Functional Relation ◽  
Special Education Teacher ◽  
Education Teacher ◽  
Qualitative Methodologies

The purpose of this study was to investigate the effectiveness of promoting special education teacher candidates’ reflective ability through a comprehensive field experience that combined (a) reflecting-on-action through video analysis with (b) reflecting-in-action through bug-in-ear coaching with real-time feedback. First, we implemented two concurrent single case designed studies to examine the functional relation between the comprehensive field experience and teacher candidates’ reflective ability. Second, we used qualitative methodologies to explore teacher candidates’ perceptions of the record, receive, review, reflect, revise comprehensive reflection cycle as a teacher preparation approach. Overall, special education teacher candidates across both cases ( N = 6) improved their reflective ability in relation to engaging in comprehensive reflection activities. Additionally, candidates identified many meaningful benefits of including comprehensive reflection in teacher preparation. Implications and limitations of these findings are discussed.

A Rational and Manageable Value-Added Model for Teacher Preparation Programs

2016 ◽  
Vol 32 (5) ◽  
pp. 728-750 ◽  
Author(s):  
Michael P. Brady ◽  
Katie Miller ◽  
Jazarae McCormick ◽  
Lawrence A. Heiser
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Value Added ◽  
Teacher Preparation Programs ◽  
Full Time ◽  
Preparation Programs ◽  
Grade Point ◽  
Value Added Model ◽  
K 12

Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.

The Student Teaching Equity Project: Exploring Teacher Candidates’ Knowledge, Skills, and Beliefs

2021 ◽  
pp. 002248712110398
Author(s):  
Nicholas Bell ◽  
Elizabeth Soslau ◽  
Chanelle Wilson
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Mixed Methods Study ◽  
Control Group ◽  
Significant Treatment Effect ◽  
Traditional Curriculum ◽  
Significant Treatment ◽  
Learning Modules ◽  
Quasi Experimental ◽  
Classroom Communities

A quasi-experimental mixed-methods study was conducted to evaluate the effectiveness of an equity intervention on teacher candidates’ abilities to articulate equity-based beliefs, and demonstrate and apply equity-based skills and knowledge. Three pre/post instruments were utilized. Treatment participants ( N = 35) were exposed to curricular modifications made to the traditional curriculum, including a workshop, panel event, online learning modules, and reflective postconferences. Quantitative findings showed a statistically significant treatment effect for treatment participants compared with candidates in the control group ( N = 83). Qualitative analyses showed that treatment participants articulated more equity-based language when describing their beliefs and intentions for their future classroom communities. Implications for practice and research are provided.

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

2009 ◽  
Vol 111 (2) ◽  
pp. 480-510
Author(s):  
Anita M. Varrati ◽  
Mary E. Lavine ◽  
Steven L. Turner
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Preservice Teacher ◽  
Conceptual Model ◽  
Student Teaching ◽  
Teacher Candidates ◽  
School Principal ◽  
Preparation Programs ◽  
University Supervisor

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

Preservice Observation in Special Education: A Validation Study

2020 ◽  
Vol 54 (1) ◽  
pp. 6-19
Author(s):  
Daisy J. Pua ◽  
David J. Peyton ◽  
Mary T. Brownell ◽  
Valentina A. Contesse ◽  
Nathan D. Jones
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Essential Element ◽  
Special Education Teacher ◽  
Observation System ◽  
Education Teacher ◽  
Observation Instrument ◽  
High Incidence Disabilities

Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need, a group of researchers in special education teacher preparation and measurement developed the Preservice Observation Instrument for Special Education (POISE). The POISE is an observation system rooted in effective special education practices that support the growth of preservice teachers who will serve SWD across instructional settings. The purpose of this article is to report on the development and psychometric properties of the POISE. Specifically, we employed Kane’s argument-based validity approach to frame each stage in the development process of the POISE. We conducted two phases of content validation activities, development activities, and a pilot study to assess the degree to which scores from POISE provided evidence for the scoring, generalizability, and extrapolation inferences. In the end, the POISE represents a promising observation instrument for the development of special education teacher candidates.

Impact of eCoaching With Video-Based Reflection on Special Education Teacher Candidates’ Instructional Skills

2020 ◽  
pp. 088840642096473
Author(s):  
Kristen Merrill O’Brien ◽  
Kelley Regan ◽  
Christan G. Coogle ◽  
Jennifer R. Ottley ◽  
Sarah A. Nagro
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Single Case ◽  
Special Education Teacher ◽  
Clinical Experiences ◽  
Preparation Programs ◽  
Teacher Strategies ◽  
Education Teacher

Clinical experiences are a critical component of teacher preparation programs. Two technology-based approaches used during clinical experiences in special education teacher preparation that have shown promise are eCoaching and video-based reflection. When used in combination as a comprehensive intervention, eCoaching and video-based reflection may offer teacher candidates increased learning opportunities to promote improved fidelity of evidence-based practices. Thus, using a multiple-probe single-case research design, we examined the effect of eCoaching with video-based reflection on special education teacher candidates’ use and quality of target teacher strategies and on focus student responses. We found an increase in the use of target teacher strategies for two of three participants, and an increase in the quality of participants’ strategy implementation and students’ responses for all participants. Participants improved their ability to provide high-quality opportunities for choice making and open-ended responding with consistency. Implications for research and practice are discussed.

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.

Advocacy for English Learners

2018 ◽  
pp. 114-129 ◽  
Author(s):  
Debra A. Giambo
Keyword(s):  
Teacher Preparation ◽  
English Learners ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Preparation Programs ◽  
The Political ◽  
Preparation Programs ◽  
Self Reflection ◽  
Undergraduate Teacher Education ◽  
Political Election

There is a growing need for teachers to be advocates for their English learners (ELs). Teacher preparation programs often do not develop teacher candidates' advocacy skills effectively, and this chapter begins with an outline of the need for developing the advocacy skills of teacher candidates. Activities to promote the development of teacher candidates' skills to advocate for policy change for ELs are described both at scaffolded levels of preparation and within the context of an undergraduate teacher education program. These activities are organized in the program to reflect both the teacher candidates' developing abilities to analyze and synthesize information related to policy as well as, for some assignments, the political election cycle. As part of these activities, teacher candidates engage in self-reflection as well as in-class, whole group reflection, and these processes are described along with a presentation of themed student reflective responses in regard to the advocacy activities.

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