Comparison of Preservice Teachers’ School-based and Video-based Lesson Analyses in an Undergraduate Educational Psychology Course

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Abstract

This study statistically analyzed 300 fieldwork reports of 75 preservice teachers from an educational psychology course. MANOVA statistics examined how fieldwork observation formats (Video Lessons - Fall 2021, School-Video Lessons - Fall 2022, School Lessons - Fall 2023) and teacher certification areas (K-12 grades, 7-12 grades) influence preservice teachers’ analyses of observed lessons based on educational psychology themes (learning, diversity, motivation, and environment). Results revealed that fieldwork format significantly impacted lesson analyses involving learning, diversity, and motivation. Video Lesson format consistently yielded higher scores for learning, diversity, motivation themes, except environment. Teacher certification areas showed no significant effects on lesson analyses. These findings underscore the critical role of fieldwork choices and provide valuable insights into curriculum development and pedagogical strategies.

Author

• Alpana Bhattacharya, Queens College - CUNY