The role of video for self-evaluation in early field experiences
Laura Baecher, Department of Curriculum and Teaching, United States ; Shiao-Chuan Kung, Department of Educational Technology, United States ; Abigail M. Jewkes, Department of Child Development & Family Relations, United States ; Christine Rosalia, Department of Curriculum and Teaching, United States
TATE Volume 36, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd
The purpose of this investigation was to explore the influence of video models on teacher candidates' capacity to self-evaluate their teaching performance in early fieldwork. This was examined by providing video models along with evaluation rubrics that represented desired performance standard to one group of pre-service teacher candidates, while another group was provided the descriptions of these lessons and corresponding evaluation rubrics. Participants then video recorded their teaching and self-evaluated this performance. Results indicated that the introduction of video models reduced inflation of scores in self-evaluation and enhanced candidates' understanding of the expectations for the performance assessment of teaching.
Baecher, L., Kung, S.C., Jewkes, A.M. & Rosalia, C. (2013). The role of video for self-evaluation in early field experiences. Teaching and Teacher Education: An International Journal of Research and Studies, 36(1), 189-197. Elsevier Ltd.