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

Autor/inn/en	Nagro, Sarah A.; deBettencourt, Laurie U.; Rosenberg, Michael S.; Carran, Deborah T.; Weiss, Margaret P.
Titel	The Effects of Guided Video Analysis on Teacher Candidates' Reflective Ability and Instructional Skills
Quelle	In: Teacher Education and Special Education, 40 (2017) 1, S.7-25 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406416680469
Schlagwörter	Video Technology; Preservice Teachers; Teaching Skills; Teacher Education; Quasiexperimental Design; Experimental Groups; Reflection; Student Teaching; Feedback (Response); Teacher Education Programs; Special Education; Special Education Teachers; Statistical Analysis; Comparative Analysis; Questionnaires; Check Lists; Likert Scales + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerausbildung; Lehrerbildung; Teaching practice; Unterrichtspraxis; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Fragebogen; Checkliste; Likert-Skala
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01