VIDEO-BASED COACHING IN SUPPORT OF ELEMENTARY TEACHER-CANDIDATE’S PROFESSIONAL DEVELOPMENT

Abstract

Teacher-education programs seek to improve their clinical practice for teacher candidates. Video-based coaching enables university supervisors the ability to provide meaningful feedback to teacher candidates. Most of the research on video-based coaching has focused on how the tool helps candidates notice aspects of their teaching. Few studies have examined the type of feedback university supervisors provide their teacher candidates. The current research examined the type of feedback university supervisors provide, how the feedback changes over the course of the program and its impact on a summative performance-based assessment. Reviewing the feedback provided by 16 university supervisors for 124 elementary school teacher candidates, our findings show that university supervisors’ feedback tends to be more positive than constructive. The select skills on which supervisors focused modulated over time and appear to be associated with candidates’ performance on the summative performance assessment. The implications of this research posits that university supervisors can have a measurable effect on teacher candidates’ instructional performance with the use of video-based coaching.