University supervisor perspectives of the remote observation of graduate interns

    Authors

    T. L. Heafner; T. M. Petty;R. Hartshorne

    Comments

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    Abbreviated Journal Title

    J. Comput. High. Educ.

    Keywords

    Teacher education; Student teaching; Internship; Remote observation; Video; Distanced education; Teacher licensure; Online observation; TEACHER-EDUCATION; PERCEPTIONS; DISTANCE; Education & Educational Research

    Abstract

    The University of North Carolina at Charlotte's College of Education offers a 100 % online teacher licensure program. One component of the licensure program is the Graduate Internship, which involves the observation of graduate interns' teaching. With many current and potential students located in more remote areas of the state, the remote observation of graduate interns (ROGI) was developed. Although a technology-based solution to observation barriers, evaluation of the remote observation process was necessary for larger programmatic expansion. Thus, the purpose of this qualitative study was to describe from the experiences of university supervisors who had conducted remote observations for 1 year. Researchers sought to understand, from an administrative perspective, what was gained or lost in substituting ROGI for traditional face to face observations. Drawing from interview data, researchers explore four university supervisors' feelings about their experiences with ROGI, perceptions of the utility and limitations of ROGI, as well as their comfort in facilitating technology-mediated observations. Additionally, researchers describe university supervisor preferences in comparing face to face observations with ROGI, and examine from university supervisor experiences whether or not they believe the teaching internship semester can be effectively facilitated with technology.

    Journal Title

    Journal of Computing in Higher Education

    Volume

    24

    Issue/Number

    3

    Publication Date

    1-1-2012

    Document Type

    Article

    Language

    English

    First Page

    143

    Last Page

    163

    WOS Identifier

    WOS:000316400100001

    ISSN

    1042-1726

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