Title

University Supervisor Perspectives Of The Remote Observation Of Graduate Interns

Keywords

Distanced education; Internship; Online observation; Remote observation; Student teaching; Teacher education; Teacher licensure; Video

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. © 2012 Springer Science+Business Media, LLC.

Publication Date

12-1-2012

Publication Title

Journal of Computing in Higher Education

Volume

24

Issue

3

Number of Pages

143-163

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1007/s12528-012-9063-1

Socpus ID

84873024823 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84873024823

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