Student Teachers’ Perceptions of Traditional Observation Versus Virtual Observation

Abstract

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.

Perceived Effectiveness of Teacher Education Programs on the Professional Competencies of Beginning Teachers

“…The abundant literature includes in-depth studies of the classroom performance of beginning teachers and how they meet teaching challenges (Heikonen et al, 2017;Jokikokko et al, 2017;Simmie et al, 2017). Nevertheless, some scholars have called for further investigations and discussions of the impact of teacher education programs on the professional competencies and teaching ability of beginning teachers (Culp & Salvador, 2021;Lynch, Krause & Douglas, 2021).…”

Let's talk about it: supporting novice teachers through virtual conversation spaces

“…University Supervisors need help with the balance of all their work. The advancement of virtual observations is just as effective feedback to the student teacher as the more complex traditional methods were (Lynch et al, 2021). This article will be valuable to the problem of practice at hand.…”

“…Lynch highlights the university supervisor's vital role in preservice teacher training. Lynch notes that traditionally, the integral role of the university supervisor was conducted in person for observations on lessons (Lynch et al, 2021). Higher Educational Institutes are seeking alternative methods for this role to elevate time restraints, distance, and financial costs of traveling.…”

“…Higher Educational Institutes are seeking alternative methods for this role to elevate time restraints, distance, and financial costs of traveling. Their study examines the student teacher's perception of effectiveness using virtual observations compared to traditional inperson observation methods (Lynch et al, 2021).…”

“…Results showed that virtual observations could be a great alternative to in-person methods, but only when technological challenges such as Wi-Fi connectivity issues can be elevated. Researchers found that time and financial restrictions cause many problems with the traditional approaches of university supervisors observing student teaching lessons in person (Lynch et al, 2021). University Supervisors need help with the balance of all their work.…”