From Evaluation to Collaborative Reflection: Teacher Candidate Perceptions of a Digital Learner-Centered Classroom Observation Form

Source: Journal of Technology and Teacher Education, Vol. 22, No. 4, p. 1059-7069, October 2014 

The goal of this study was to gather teacher candidates’ perceptions of a form that incorporated self-reflection, collaborative reflection, and quality feedback.

The faculty members at a Midwestern U.S. university piloted a new digital classroom observation form to promote a more learner-centered approach to supervision.

Participants included 28 middle/secondary teacher candidates in their final semester of their programs.
Data was collected using an online questionnaire that collected the frequency of teacher candidates’ reflective practices, their perceptions of the impact of the form on reflection, and their perceptions of supervisor written feedback.

Results indicated that while teacher candidates felt that the form took more time to complete, most felt it helped promote reflective practices, and supervisor feedback was viewed favorably.