Background/Purpose The purpose of this study was to examine the feedback provided, cost, and time required to deliver traditional face-to-face vs. video-based supervision to student teachers.
Method Student teachers (n=69) received three face-to-face and three video-based observations from 10 university supervisors. Across three years, narrative observation reports (n=369), an online exit survey (n=69), and supervisor time and mileage logs were collected.
Analysis/Results Descriptive characteristics (word count, figures and diagrams, style) were delineated for all narrative observation reports (n=369). A stratified random sample of narrative reports (n=150) were content analyzed for themes. Time and cost per observation visit were calculated. All data were tested for significant differences (p<01) among supervisors and across the two supervision approaches using SPSS.
Data suggest that supervisors spent almost 50% more time providing feedback using video-based supervision and focused on instructional design and delivery and student-teacher interaction. In contrast, feedback using face-to-face supervision focused on management and environmental factors. Feedback provided through video-based supervision was more fully developed and connected to theory and best practices, especially when the supervisor was trained in pedagogy. The cost of supervision varied significantly across supervisors based on academic rank. Video-based supervision yielded savings ranging from $29.60 to $258.49 per observation.
Conclusions From a cost and time perspective, video-based supervision is recommended. The difference in the content of feedback provided between approaches suggests a hybrid approach as optimal. Building relationships with cooperating teachers, though not part of this study, should also be considered.
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