Effects of Videocase Construction on Preservice Teachers' Observations of Teaching
Abstract Preservice teachers were randomly assigned to 1 of 2 observation conditions: technology-supported practice in observation (TSPO) plus standard classroom placement observation, n = 31, and classroom placement observation (control), n = 31. Over a 10-week term, TSPO students augmented their classroom placement observations of their mentor teachers by engaging in technology-supported construction and video analysis of those mentors' teaching, while control students engaged in only the classroom placement observations. The authors used an online, computer-supported instrument that elicited written responses during observation of 3 different teaching videos to assess the participants' ability to identify, interpret, and analyze evidence of exemplary teaching. TSPO students significantly outperformed controls on all 3 video tests. Implications of these findings for teacher training in both traditional and online education programs are discussed.