The Role and Value of Oral Pre-Observation and Post-Observation Conferencing in Pre-Student Teaching Clinical Experiences

• In Event: Poster Session 1
  In Poster Session: Division K, Section 6 Poster Session

Abstract

The present study builds on both the pre-observation and post-observation conferencing work of the Teacher Performance Assessment Consortium (TPAC) and a Funds for the Improvement of Post-Secondary Education grant (FIPSE). Sixteen teacher education candidates in initial field placements requiring formal supervision of teaching performances participated in a formal pre-observation conference and a post-observation conference at least one day after their observation. Individual interview and focus group data analysis indicate candidate clarity of thought regarding instructional design in the pre conference; deeper, more refined reflection in the delayed post conference; and candidate preference for both a pre- and post-observation conference over the existing observation protocol involving only a post-conference immediately after an observation.

Authors

• Nancy C. Jelen, Alverno College

• Rita Nawrocki-Chabin, Alverno College