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Value of Annotated Video-Recorded Lessons as Feedback to Teacher-Candidates

, , San Diego State University, United States

Journal of Technology and Teacher Education Volume 26, Number 4, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This study investigated teacher-candidates’ attitudes about perceived benefits of annotations of video-recorded lessons as feedback to their teaching-performance. Researchers view video-annotated feedback as a tool that has the opportunity to mediate teacher-candidates’ instructional practice in unique ways. Twenty-five teacher-candidates were coached by university-supervisors who annotated video recordings of instruction; another 20 teacher-candidates served as a comparison group. Participants rank-ordered six sources of feedback and explained their ranking. All participants rated guide-teachers’ oral feedback highest. Teacher-candidates valued using video-annotation over mentors’ written feedback. Qualitative analysis of explanations supports these findings and describe the unique role that video-annotation provides in teachers’ professional development. This study highlights that feedback source and quality mediates teacher-candidates’ perception and use of the feedback. Moreover, data show how video-annotations contribute to development of pedagogical skills as measured by the edTPA, a teaching performance assessment.

Citation

Chizhik, E. & Chizhik, A. (2018). Value of Annotated Video-Recorded Lessons as Feedback to Teacher-Candidates. Journal of Technology and Teacher Education, 26(4), 527-552. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved August 3, 2020 from .

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