VEO M-Observe: Integrating Video-Enhanced Mobile Observation Into Preservice Elementary Teachers' Peer-Teaching Practices

• In Event: Integrating Technology-Informed Field Experiences to Improve Preservice Teacher Preparation

Abstract

Preservice teachers’ reflective-critical thinking is one of the key elements in becoming effective teachers. In this case study, we designed an innovative pedagogy, video-enhanced mobile observation (VEO M-Observe), and integrated this pedagogy into a reciprocal peer-teaching activity in a science methods course taken by teacher candidates. Specifically, we explored preservice elementary teachers’ perceptions on the challenges and affordances of VEO M-Observe pedagogy. 21 preservice teachers participated in the study. The analysis of data collected with the technology acceptance questionnaire revealed moderate levels of perceived ease of use, perceived usefulness, and intention to use. The analysis of the open-ended questions and the semi-structured interviews presented students’ insights on the affordances and challenges related to self-reflection, feedback, and ease of use.

Authors

• Evrim Baran, Iowa State University

• E.J. Bahng, Iowa State University

• Dana Alzoubi, Iowa State University