Remote Observation of Graduate Interns

2013 ◽  
pp. 16-37
Author(s):  
Teresa Petty ◽  
Tina L. Heafner ◽  
Richard Hartshorne
Keyword(s):  
Student Teaching ◽  
Teacher Educators ◽  
Teacher Shortage ◽  
Teaching Experience ◽  
Future Research ◽  
Technological Tool ◽  
Remote Observation ◽  
New Challenges ◽  
The University ◽  
Traditional Approaches

The Remote Observation of Graduate Interns (ROGI) is a method crafted by researchers at the University of North Carolina at Charlotte that allows graduate interns completing their student teaching experience to be observed remotely. Initially developed as a teacher shortage solution, ROGI remains an active method of observing interns geographically removed from the university through a virtual, synchronous format. Since its inception, ROGI has progressed as a technological tool, and college policies have evolved to adopt its utility. Authors describe the components of ROGI, its implementation, and ways in which the process has changed over the first four years of use. They present research to articulate how technology-mediated processes introduced new ways of thinking about traditional approaches to teacher education and new challenges that accompanied this innovation. Authors conclude with recommendations for future research and how other researchers might embrace the potential of emerging technologies in preparing teacher educators.

Student Teaching

2019 ◽  
pp. 508-541
Author(s):  
Christopher M. Baumgartner
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Music Teacher ◽  
Future Research ◽  
Music Student

The purpose of this chapter is to describe the current research on and practice of the student teaching internship within music teacher preparation programs. First, the chapter discusses the importance of student teaching, using research-based evidence from interns, beginning teachers, and music teacher educators to inform the practice of intern placement, while highlighting the importance of finding the “right fit” among personalities, philosophies, and pedagogical approaches. Next, it provides an overview of the triadic relationship among student teacher, cooperating teacher, and university supervisor, including each individual’s unique role in the student teaching experience. The chapter then describes various structures and content of the student teaching seminar—the co-requisite course that often accompanies the internship. Finally, it addresses popular assessment practices of student teachers, include sample observation assessment tools and resources for creating meaningful music student teacher evaluations. The chapter concludes with suggestions for future research on the music student teaching internship.

scholarly journals Teacher Candidates as the Teacher of Record Assists Partner School Districts With the Teacher Shortage

2020 ◽  
Vol 9 (1) ◽  
pp. 41-55
Author(s):  
Gregory Rich ◽  
Linda Gray Smith ◽  
Kristi Alexander
Keyword(s):  
School District ◽  
School Districts ◽  
Rural Area ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Shortage ◽  
Teaching Experience ◽  
Data Sources ◽  
Rural School Districts ◽  
The University

This research essay examined a growing trend in a rural area of the Midwest where PK–12 school districts are partnering with a local university to hire teacher candidates (TCs) as the Teachers of Record (TORs). Many rural school districts are challenged to address the teacher shortage. As a result, many school districts are hiring TCs as the TOR during the TC’s student-teaching experience. Due to the limited research on the topic, this paper aimed to determine if appointing the TC as the TOR was an effective practice. We used three data sources to gauge the perceptions of the TC, the TC’s mentor, and the TC’s administrator. Meeting the needs of partnering districts and providing quality placements for TCs engaged in the culminating field experience can be mutually beneficial for teacher candidates, the school district, and the university.

scholarly journals Subject Matter Competency Perceptions of Teacher Educators in Education Faculties of Turkey

2021 ◽  
Vol 14 (2) ◽  
pp. 76
Author(s):  
Fatma Gözalan Çiçek ◽  
Mehmet Taşpınar
Keyword(s):  
Subject Matter ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Subject Area ◽  
Faculty Members ◽  
Competency Perceptions ◽  
The University ◽  
E Mail ◽  
Item Scale ◽  
Gender Type

The purpose of the current study is to determine teacher educators’ level of general subject matter competency perception and to investigate whether this level varies depending on different variables. In the collection of the data of the study employing the survey model, a single dimension and 106-item “scale of teacher educators’ general subject matter competency perceptions” was used. The scale was prepared in the online environment and sent to 8200 faculty members working in education faculties all over Turkey by e-mail. A total of 789 teacher educators responded to the scale. It was found that the teacher educators generally consider themselves highly competent in terms of general subject matter competences. The area with the lowest competence perception level was found to be foreign language. The teacher educators’ general subject matter competence perceptions were found to be not varying significantly depending on their gender, type of the university where they are working (state/foundation), academic title, discipline (educational sciences/subject area education) and teaching experience. In light of these findings, it can be argued that these competences should be considered in the recruitment of teacher educators in education faculties.

Video Annotation Software in Teacher Education: Researching University Supervisor’s Perspective of a 21st-Century Technology

2018 ◽  
Vol 47 (4) ◽  
pp. 479-499 ◽  
Author(s):  
Jillian Ardley ◽  
Jacqueline Johnson
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Communication Technology ◽  
Teaching Experience ◽  
Video Annotation ◽  
Annotation Tool ◽  
University Supervisors ◽  
Video Recordings ◽  
Technology Tool ◽  
The University

Video recordings for student teaching field experiences have been utilized with student teachers (also known as teacher candidates) to (a) capture the demonstration of their lesson plans, (b) critique their abilities within the performance, and (c) share and rate experiences for internal and external evaluations by the state and other organizations. Many times, the recording, saving, grading, and sharing process was not efficient. Thus, the feedback cycle from the university supervisor to the teacher candidate was negatively impacted. However, one communication technology tool that has the potential to facilitate the feedback process is video annotation software. This communication technology uses the storage within a remote server, known also as a cloud, to store videos that include typed commentary that is in sync with the portion of the video recorded. A group of university supervisors piloted a video annotation tool during student teaching to rate its effectiveness. Through a survey, the participants addressed how they perceived the implementation of the video annotation tool within the student teaching experience. Results suggest a video annotated technology-based supervision method is feasible and effective if paired with effective training and technical support.

Key Aspects of Student Teaching

2016 ◽  
Vol 35 (2) ◽  
pp. 54-61
Author(s):  
John M. Denis
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Student Teaching ◽  
Teaching Experience ◽  
Cooperating Teacher ◽  
Review Of Literature ◽  
Music Classroom ◽  
Potential Impact ◽  
Key Aspects ◽  
The University

The transition from the conceptually focused world of the student to the professionally pragmatic world of the teacher can be jarring and difficult. One of the more useful educational experiences for facilitating this transition is that of student teaching. This review of literature examines the personal relationships, expectations, reflective practice, and power structure inherent in the student-teaching experience in both general and music classroom contexts. These facets were selected due to their prevalence in the literature and their potential impact on stakeholders’ approaches toward student teachers. Aspects of cooperating teacher preparation in light of the highlighted areas are then discussed, with potential suggestions including communication concerns, possible cooperating teacher framework characteristics, and balancing the conflicting nature of both the student teacher and the university supervisor.

Shakespeare, Globalization, and the Digital Revolution

2014 ◽  
Vol 30 (1) ◽  
pp. 65-71
Author(s):  
Stanley Wells ◽  
Anne Sophie Haahr Refskou
Keyword(s):  
Professor Emeritus ◽  
Future Research ◽  
Research Projects ◽  
Digital Revolution ◽  
New Challenges ◽  
Critical Responses ◽  
And Performance ◽  
The University ◽  
Lecture Tour ◽  
The Relationship

In an interview given during a lecture tour in Scandinavia organized by the universities of Copenhagen, Bergen, and Aarhus in October and November, 2012, Stanley Wells talks about his own career in Shakespeare studies and discusses past and present major changes and issues within the field, including his own Oxford Complete Works of 1986, co-edited with Gary Taylor et al., revision and collaboration theories, global Shakespeare, and new challenges for Shakespearean scholars. He shares thoughts on his own current and future research projects, which include a new monograph on Shakespearean actors through time, and he also comments on the relationship between academic scholars and theatre practitioners, and ways in which to understand the ever-shifting concept of a Shakespearean play in relation to performance, reading, and personal and critical responses. Following a long career of many publications and editions, Stanley Wells is now Professor Emeritus of the University of Birmingham, and Honorary President of the Shakespeare Birthplace Trust. Anne Sophie Haahr Refskou is a Doctoral Fellow in English and Dramaturgy at Aarhus University, Denmark. She works with Shakespearean acting and dramaturgy, focusing on the relationship between text and performance, particularly in relation to the actor's body and physical expressions.

scholarly journals Voices from the Field

2012 ◽  
Vol 1 (1) ◽  
pp. 49-61 ◽  
Author(s):  
Nancy Bacharach ◽  
Teresa Washut Heck
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Teacher Preparation Programs ◽  
Teaching Model ◽  
Preparation Programs ◽  
School Partnerships ◽  
Traditional Student ◽  
University School Partnerships

Teacher preparation programs face continued scrutiny and to address these concerns it is imperative that teacher educators examine all aspects of their current preparation programs. The student teaching experience is a critical component in teacher preparation, and must undergo careful review. The SCSU co-teaching model provides a proven alternative to the traditional student teaching experience. This model not only strengthens university/school partnerships, but also has the ability to provide benefits for all stakeholders.

edTPA During Student Teaching: PETE Teacher Candidates’ Experiences and Future Support

2021 ◽  
Vol 78 (5) ◽  
Author(s):  
Tan Leng Goh ◽  
Jan Bishop ◽  
Carol Ciotto
Keyword(s):  
Student Teaching ◽  
Video Processing ◽  
Teacher Candidates ◽  
Group Discussion ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
University Supervisors ◽  
Physical Education Teacher Education ◽  
Pedagogical Skills ◽  
The University

Many physical education teacher education programs require teacher candidates to successfully complete edTPA during student teaching. Considering that research remains sparse regarding best practices in edTPA, the purpose of this study was to understand the experiences of teacher candidates completing edTPA during student teaching and of university supervisors supervising teacher candidates during the process. Twenty-four teacher candidates and 11 university supervisors participated in a focus group discussion for approximately 1 hr. Data were analyzed and categorized as (1) negative experiences, (2) positive experiences, and (3) future support. Overall, the teacher candidates felt that completing edTPA diminished their student teaching experience, as it was tedious and time-consuming pertaining to technological difficulties in videotaping, video processing, and video uploading. Nonetheless, the participants felt that completing edTPA was valuable in providing teacher candidates with detailed feedback to improve on their pedagogical skills. Future support for teacher candidates includes integrating edTPA early in their curriculum of study to better prepare them to successfully complete edTPA during student teaching. The university supervisors felt that with more in-depth training in edTPA and experience supervising teacher candidates on edTPA, they would be more competent in the future. Subscribe to TPE

Student Teachers’ Perceptions of Traditional Observation Versus Virtual Observation

2021 ◽  
Vol 78 (2) ◽  
Author(s):  
Brandy Lynch ◽  
Jennifer Krause ◽  
Scott Douglas
Keyword(s):  
Student Teachers ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teachers Perceptions ◽  
Physical Education Teacher Education ◽  
Teacher Student ◽  
Virtual Observation ◽  
Integral Role ◽  
Alternative Means ◽  
The University

One of the most important stages in preservice teacher training is the student teaching experience. The university supervisor (US) plays an integral role in this developmental stage by maintaining a connection between the cooperating teacher, student teacher (ST), and the university. While the traditional method of observing STs has been found to be effective, universities are seeking alternative means of conducting teaching observations that alleviate time, distance, and financial constraints. One such option is virtual observation through video chat programs. Thus, the purpose of this study was to determine STs’ perceptions of the effectiveness and feasibility of virtual observation versus traditional observation in physical education teacher education (PETE). Results showed STs prefer virtual observation with a PE content expert over traditional visits if the US did not have PE content expertise. STs noted technological challenges such as Wi-Fi connectivity and environmental distraction with virtual observation. Benefits of virtual observation include increased ability to hear STs’ interactions with students, improved feedback potential, less travel time, and financial savings. Results of this study suggest that while traditional on-site observation visits are preferred and ideal, virtual observation is a viable alternative when technological challenges are appropriately addressed.

Collaborative Co-Teaching During Student Teaching Pilot Project: What Difference Does Context Make?

2021 ◽  
pp. 002205742110164
Author(s):  
Ann Sebald ◽  
Adam Myers ◽  
Heidi Frederiksen ◽  
Elizabeth Pike
Keyword(s):  
Student Teaching ◽  
Teacher Candidates ◽  
Teaching Experience ◽  
Pilot Project ◽  
School Experiences ◽  
Future Research ◽  
Instructional Time ◽  
Preparation Programs ◽  
Service Training ◽  
Elementary And Middle School

In 2016, researchers from two educator preparation programs (EPPs) in two differing states (southeast and west) chose to examine the intervention of co-teaching during student teaching that had been in place for 3 years in each of their locals. The researchers wanted to (a) identify and articulate the co-teaching model within the context of each location, (b) begin to learn why this approach may be beneficial as a culminating pre-service experience, and (c) explore next steps in how to better operationalize the co-teaching experience within the pre-service programming, regardless of context. Co-teaching during student teaching was examined at one elementary program (southeast) and one secondary program (west). Results indicate co-teaching during student teaching to be a viable option for pre-service training and mentor development for both the elementary and middle school experiences. Teacher candidates (TCs) identified co-teaching strategies based upon the needs of teachers, students, and content taught. This was seen as a unique finding not reported in existing literature. Other findings indicate the model promoted increased confidence and comfort in TCs’ teaching, supported increased differentiation and instructional time, facilitated currency in MTs’ knowledge of and experience with technology, and helped TCs learn to manage human resources with increased intentionality. Recommendations for future research and suggestions for faculty of EPPs interested in implementing co-teaching during student teaching are provided.

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