Background/Purpose
The purpose of study was to (a) examine preservice teachers' (PTs) goal setting behaviors based on their recall of perceived teaching performance versus technology-based systematic observation teaching analysis, and (b) explore PTs' goal setting behaviors according to their teaching performance levels.
Method
Participants were 8 preservice teachers who were enrolled in field-based method courses and 3 lessons were video-recorded. PTs' post teaching goal setting statements were audio-taped twice: (a) after the lesson, and (b) after teaching analysis using video-taped lesson and a computerized systematic observation program.
Analysis/Results
Goal setting statements were transcribed verbatim and analyzed using constant comparison to identify common themes and categories. A total of 98 goal statements were classified into 11 categories. Results indicated that a total of 19 out of 44 goal statements (43 %) were changed after video review and teaching analysis. More specifically 11 goals were changed after lesson 1, four goals were changed after lesson 2, and four goals changed after lesson 3. The trend of goal statements showed high-skilled PTs identified fewer categorized goals and remained consistent with the same goals after systematic observation and video-coding. Low- and average-skilled PTs indicated more diverse goals and modified their goals more frequently after the video review and teaching analysis coding.
Conclusions
In conclusion, there was impact of using video-coding and systematic observation on PTs' goal setting behaviors and more impact occurred after the first lesson. In addition, average- and low-skilled PTs were influenced by video review and teaching analysis coding more than high-skilled PTs over time.
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