Seeing Is Believing: Innovating the Clinical Practice Experience for Education Specialist Teacher Candidates With Video-Based Remote Supervision

Abstract

A call to implement 21st-century change drivers within teacher preparation is evidenced within policy and research. The use of technology-enhanced methods of supervision where virtual observations of pre-service or in-service teachers are performed by university supervisors or mentors has an established and growing research base that demonstrates improvements in pre- and in-service teacher competencies, as well as programmatic benefits, such as time and cost savings and the ability to supervise remotely. To answer this call, the researcher investigated the strategic implementation of an asynchronous video-based remote supervision model within a university-based teacher preparation program from the perspective of education specialist teacher candidates and their cooperating teachers. Results suggest a video-based remote supervision method is feasible and equally effective or preferred over traditional face-to-face observations by teacher candidates and cooperating teachers for self-reflection, professional growth, and convenience. Time and cost savings resulting from reduced travel for the supervisor are analyzed and discussed. The model and methods presented in this study may be replicated to enable strategic scaling of video-based remote supervision within other teacher preparation programs, particularly those serving candidates in remote or rural areas.