Introduction
description
Transcript of Introduction
USING VIDEO RECORDER FOR PRE-SERVICE TEACHER REFLECTIONS AND SELF-EVALUATIONS
L. SOSIBO
7 DECEMBER, 2010
Introduction Teaching practice evaluation- most essential and most
controversial component of TEPs Pre-service teachers’ performance evaluated thru two
major forms of TP evaluations: formative and summative Formative: coaching, diagnosis and feedback- provides info
related to the improvement of instruction Summative: (grades/marks)provide info related to success or
failure Stryk & McCoy (1993) regard formative evaluations as
primary and summative as secondary Arguments for TEPs to invest more resources in
formative evaluations (Andrews & Barnes (1990) Other evaluation formats- portfolios and observations by
mentor and evaluators Problem: Subjectivity of evaluation formats (Gordon,
2007)
Self-Evaluation Due to subjectivity of existing formats,
there is a need for pre-service teachers to perform self-evaluation (both for formative and summative evaluations)
Why Self-evaluations?• Self-evaluation is growing in popularity
internationally• However, it has not been widely explored in most
South African TEPs• Rolheiser and Ross (n.d.): Self-evaluation -
students judging their own quality of work based on evidence and explicit criteria for the purpose of doing better work in the future (p.1)
Self-evaluation (Cont’d)• Students who self-evaluate their progress tend to be more
in control of their learning (Olina & Sullivan, 2004) Self-evaluation allows pre-service teachers to evaluate
themselves, which helps them focus on their strengths and weaknesses (Stryk & McCoy (1993)
Students who self-evaluate tend to have more positive attitudes toward learning and higher self-efficacy perceptions than those who do not (Zimmerman and Kitsantas, 1999 in Olina & Sullivan, 2004)
Self-evaluation encourage students’ autonomy and higher order thinking skills, augment intellectual independence and self-confidence and heighten students’ ability to make judgments (Omelicheva (2004)
Stryk & McCoy (1993) advocate the use of videotape, while Subedi (2009) advocates a reflective diary
Video RecorderCoombe & Canning (2002)“In today’s technological age, no other audiovisual aid can match the potential of video recorder. Video can be exploited in a number of ways to encourage self-assessment in the classroom. For example, students can be videotaped or they can videotape each other and then assess their language skills. An obvious advantage to the use of video is that students can assess not only their communicative or language skills but their paralinguistic (i.e. body language) skills as well”.
Sultana & Sharmee (n.d.) Video recordings of teachers provide them with totally objective
information They tell exactly what is really said and done They can tell the teacher about her voice, gestures, verbal
mannerisms, etc. However, videos alone without reflection and self-evaluation are
meaningless and cannot bring about improvement in teaching practice
Video Recorder (Cont.d)Stryk & McCoy (1993)
Provides pre-service teachers with specific info regarding their performance
Helps them to reflect on their strengths and weaknesses
Allows them to evaluate their teaching performance as often and as many times as they desire
If videotaped alone with the class, videotaping may be less threatening than evaluation by supervisor
Video Recorder (Cont.d)HargieHead & Morrow (1986)
Provide a worksheet that can be used to perform video self-evaluation containing these items: Voice, gestures and bodily action (posture, use of space,
etc., and what these communicate Whether the items above enhanced (or detracted) from
the message of speech, strategies to reinforce/change their use to enhance speech
Dialogue with audience, interest and enthusiasm in topic Lessons learned from the speaking opportunity Areas of improvement and strategies (including steps and
detailed plan) for improvement
Video Recorder (Cont’d)Bedics & Webb (1971)
Report a study in which pre-service teachers analyzed their videotaped teaching sessions. The following conclusions were made:
Pre-service teachers tended to focus on: Their personal characteristics: voice(pitch, quality,
clarity, dialect); verbal mannerisms; personal appearance The teaching behaviors: enthusiasm, verbal behavior
(amount of talking by teacher) Awareness of learner behaviors: eye contact with
learners, discipline (control), learner attentiveness, learner participation, recognition/naming of individual learners
Lesson: objectives/outcomes, preparation, questioning techniques, learners’ needs (intellectual, emotional, social and physical), pacing.
RIFTAL Project Video record micro lessons and demo
lessons for use by FET students (could be used by GET as well)
Micro lessons-for pre-service teacher self-evaluation- based on the reasons given
Demo lessons: by subject didactics lecturers and school-based mentors Lecturers and mentors can get opportunity to
evaluate their own teaching practice Pre-service teachers can observe best-practice
examples and learn from them Demo lessons- HS students visit univ- improve
image of university- perceived as an ivory tower
Thembelihle High School
Mrs Dos Reis Teaching Acc
Mr Thomas
Progress Made Seven micro lessons (4 Econ, 2 Acc & 1
IsiXhosa Communication videos recorded) One Acc demo with Thembelihle HS students More micro and demo lessons still to be made Commitment by 2 Maths didactics lecturers
and 1 High School CAT teacher Assistance and commitment from Fundani-
tremendous- Special mention: Benny Karlie- video and
website New partnership: Dr E. Ivala & Mrs D.
Gachago
Challenges Lack of willingness by some subject didactics
lecturers to make video-recorded presentations
Mentor anxiety about being video recorded Anxiety and apprehension result from fear of
being judged by student teachers Yet, these materials are meant to create
opportunity for growth for lecturers, mentors and student teachers l
Misunderstanding of the concept- micro lessons-full lessons instead of micro lessons
Highlights a need for training on conducting micro lessons
Future Prospects Hoped that: Research, which informs our practice as
teacher educators will develop from this project
More buy-in/commitment of colleagues and school mentors
Lecturers and pre-service teachers will see the benefits of potential growth and development embedded in this project
THANK YOU