The Impact of Technology-Enhanced Student Teacher Supervision on Student Teacher Knowledge, Performance, and Self-Efficacy during the Field Experience

Autor/inn/en	Kopcha, Theodore J.; Alger, Christianna
Titel	The Impact of Technology-Enhanced Student Teacher Supervision on Student Teacher Knowledge, Performance, and Self-Efficacy during the Field Experience
Quelle	In: Journal of Educational Computing Research, 45 (2011) 1, S.49-73 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Student Teaching; Student Teachers; Teacher Characteristics; Self Efficacy; Teacher Supervision; Program Effectiveness; Cooperating Teachers; Lesson Plans; Questionnaires; Pretests Posttests; Performance Based Assessment; Video Technology; Integrated Learning Systems; Computer Uses in Education; Computer Mediated Communication; Asynchronous Communication; Comparative Analysis; Interviews; Student Teacher Supervisors + Suchen Sie Ihr Suchwort? Teaching practice; Unterrichtspraxis; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Self-efficacy; Selbstwirksamkeit; Co-operation; Cooperation; Teacher; Teachers; Kooperation; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Fragebogen; Leistungsermittlung; Computernutzung; Computerkonferenz; Interviewing; Interviewtechnik
Abstract	The eSupervision instructional program is a series of five online modules housed in a content management system that support triad members (student teachers, cooperating teachers, university supervisors) during the field experience. The program was designed on a cognitive apprenticeship framework and uses a variety of technology to support both novice and expert activities, including online discussion forums, guided observations, video reflection, and a lesson plan performance support system. Forty-one student teachers (19 eSupervision, 22 non-eSupervision) completed a statewide assessment of knowledge and performance at the conclusion of their student teaching. Seventeen (8 eSupervision, 9 non-eSupervision) also completed a pre- and post-efficacy measure. After accounting for their experiences with the cooperating teacher, the results indicate a non-significant difference in teaching knowledge and performance and a statistically significant interaction in self-efficacy favoring eSupervision students. Implications for teacher education and the practices that improve the supervision of student teachers are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10