Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns
ARTICLE
Tina L. Heafner, Teresa M. Petty, Richard Hartshorne
Journal of Digital Learning in Teacher Education Volume 27, Number 4, ISSN 2153-2974
Abstract
Although technology-mediated learning has its advantages, it does not come without operational tradeoffs. Thus, consideration of the effectiveness of new modes of teacher preparation in comparison to traditional, longstanding, research-proven methods is necessary. In this study, we evaluated one large southern urban university's implementation of synchronous remote observations of teacher education candidates using live classroom software. We compared remote and face-to-face observations to determine if the modes of observation were equivalent in supporting professional growth and evaluating quality instruction. Results suggest that both modes of observation are not equal but are comparable in supporting graduate interns' professional growth and in measuring teaching effectiveness. The implications of this study shed light on the advantages and limitations of emergent technologies as teacher education programs explore alternative forms of Web-based evaluations of teacher candidates. (Contains 3 tables and 5 figures.)
Citation
Heafner, T.L., Petty, T.M. & Hartshorne, R. (2011). Evaluating Modes of Teacher Preparation: A Comparison of Face-to-Face and Remote Observations of Graduate Interns. Journal of Digital Learning in Teacher Education, 27(4), 154-164. Retrieved August 6, 2024 from https://www.learntechlib.org/p/54212/.
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Keywords
- Alternative Teacher Certification
- Comparative Analysis
- Computer Assisted Instruction
- computer mediated communication
- distance education
- educational technology
- EVALUATION METHODS
- Graduate students
- internet
- Observation
- Practicums
- preservice teacher education
- Program Effectiveness
- student evaluation
- Synchronous Communication
- Urban Universities
- videoconferencing
Cited By
View References & Citations Map-
Evaluating University Facilitators’ Perceptions of Video as an Observational Tool
Lindsay Zurawski, Debra Sprague, Andrew Porter & Kamilah Williams, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 600–606
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Comparisons of Online and Face-to-Face (F2F) Candidates’ Classroom Readiness
Tina Heafner, University of North Carolina at Charlotte, United States; Teresa Petty, UNC Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 518–525
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Rethinking Clinical Experiences for Social Studies Teacher Education
Tina Heafner, University of North Carolina at Charlotte, United States; Michelle Plaisance, Greensboro College, United States
Contemporary Issues in Technology and Teacher Education Vol. 16, No. 4 (December 2016) pp. 452–494
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Comparing Formative Supports of Graduate Candidates in Online and Face-to-Face Teacher Preparation Programs
Tina Heafner & Teresa Petty, University of North Carolina at Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1329–1336
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Measuring Candidate Learning Outcomes Associated with Program Delivery Models: Comparisons of Online and Face-to-Face (F2F) Using edTPA
Tina Heafner & Teresa Petty, University of North Carolina at Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2016 (Mar 21, 2016) pp. 1071–1078
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Remote Observation of Graduate Interns (ROGI): Feasibility and Expansion of an Online Teacher Licensure Program
Teresa Petty & Tina Heafner, UNC Charlotte, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3575–3577
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Using iPad 2 Applications to Improve Supervision of Teacher Interns
Gina Hogue, Arkansas State University, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 404–405
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