Value of Feedback to Teacher Candidates Through Annotation of Video-Recorded Lessons

• In Event: Sheraton Roundtable Session 31
  In Roundtable Session: Improving Preservice Teachers' Pedagogy Through Video Experiences

Abstract

This study investigated teacher candidates’ perceived value of feedback sources, including annotations of video-recorded lessons. Researchers view video-annotated feedback as tools that mediate teacher candidates’ instructional practice. Twenty-five teacher candidates participated in mentoring that included university supervisors’ annotating 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-teacher oral feedback highest. Teacher candidates using video annotation valued it over written feedback. Qualitative analysis of explanations support these findings. This study highlights that feedback source and quality mediates teacher candidates’ perception and use of the feedback. Moreover, video-annotation cohort’s superior performance on edTPA suggests that video-annotations contribute to development of pedagogical skills.

Authors

• Estella Chizhik, San Diego State University

• Alexander W. Chizhik, San Diego State University