Using a Video-Based Protocol to Prompt Preservice Teachers' Self-Analysis and Change in Pedagogical Practice

• In Event: Roundtable Session 12
  In Roundtable Session: Identifying Common Language for the Evaluation of Field-Based Preservice Teaching Practice

Abstract

While video has been widely used in teacher preparation, the ways in which it is used vary considerably. My Teaching Partner-Pre-service (MTP-P) was developed as a manualized supervision model to provide high-quality teacher preparation grounded in clinical practice. As a pedagogy of enactment (Grossman, Hammerness, & McDonald, 2009), MTP-P uses and reinforces a common language of teaching and builds pre-service teachers’ observational skills and reflective practices while helping them see the impact of their behaviors on students’ learning and development. This model relies on university supervisors’ protocol fidelity and pre-service teacher engagement. This inquiry applies mixed-methods to explore protocol fidelity and the relationship between supervisors’ prompts and student teachers’ self-analysis and changes in practice while engaging in MTP-P.

Authors

• Adria R. Hoffman, University of Virginia

• Jillian Perlow McGraw, University of Virginia

• Meredith McCool, University of Virginia