|Published online: August 6, 2015||$US5.00|
This paper examines whether university field supervisors (who have conducted observations of interns at a distance) believe they are able to adequately assess the professional dispositions of student teacher interns when the observations of the interns are made at a distance via a technology-mediated observation that include web conferencing and video recording. Using an action research approach, the university field supervisors were asked to provide recommendations for improving detection of professional dispositions at a distance. University field supervisors from two universities were involved in this study. Several issues emerge from this study on observing professional dispositions at a distance. Technology seems to impact the perception of getting to know the disposition of the intern and having a single camera in the back of the room was a limiting factor in assessing professional dispositions. There also seemed to be variance among the supervisors in understanding the nature of professional dispositions and what was expected of them in assessing dispositions in the interns.
|Keywords:||Teacher Education, Supervision, Technology, Distance Education|
The International Journal of Technologies in Learning, Volume 22, Issue 4, December 2015, pp.61-66. Article: Print (Spiral Bound). Published online: August 6, 2015 (Article: Electronic (PDF File; 357.175KB)).
Professor, The Graduate School, University of Maryland University College, Adelphi, Maryland, USA
Chair, Department of Special and Early Chidlhood Education, College of Education, Department of Special and Early Childhood Education, Northern Illinois University, Dekalb, IL, USA