From evaluation to collaborative reflection: Teacher candidate perceptions of a digital learner-centered classroom observation form

Loading...
Thumbnail Image
Authors
Flores, Raymond
Krutka, Daniel G.
Cramer, Katherine Mason
Bergman, Daniel J.
Advisors
Issue Date
2014
Type
Article
Keywords
Digital classroom , Teaching candidates , Reflective practices
Research Projects
Organizational Units
Journal Issue
Citation
Flores, R., Krutka, D.G., Mason, K. & Bergman, D.J. (2014). "From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form." Journal of Technology and Teacher Education, 22(4), 401-421. Waynesville, NC USA: Society for Information Technology and Teacher Education.
Abstract

In efforts to promote a more learner-centered approach to supervision, faculty members at a Midwestern US university piloted a new digital classroom observation form. Participants included middle/secondary teacher candidates (N= 28) in their final semester of their programs. The overall goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback. Data was collected using an online questionnaire that collected the frequency of TCs' reflective practices, their perceptions of the impact of the form on reflection, and TCs' perceptions of supervisor written feedback. Results indicated that while TCs felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably. Implications for future research are discussed.

Table of Contents
Description
Publisher
Society for Information Technology and Teacher Education (SITE)
Journal
Book Title
Series
Journal of Technology and Teacher Education;
22(4)
PubMed ID
DOI
ISSN
1059-7069
EISSN