I Could Really Focus on the Students

• Published in: Journal of physical education, recreation & dance Vol. 85; no. 8; pp. 32 - 37
• Main Authors: Kelting, Taylor, Jenkins, Jayne M., Gaudreault, Karen Lux
• Format: Journal Article
• Language: English
• Published: Reston Routledge 13.10.2014; Taylor & Francis Ltd
• Subjects: Beginning Teachers; Behavioral Objectives; Clinical Supervision (of Teachers); Coaching (Performance); Communities of Practice; Cooperation; Educational Research; Faculty Development; Feedback (Response); Meetings; Mentors; Observation; Physical Education; Physical Education Teachers; Preservice Teachers; Self Evaluation (Individuals); Student Teachers; Student teaching; Supervision; Supervisors; Teacher Behavior; Teacher Education; Teaching methods; Teaching Skills; Time Factors (Learning); Time Perspective; Video Technology; Wyoming; Wyoming
• ISSN: 0730-3084; 2168-3816
• DOI: 10.1080/07303084.2014.946192

Clinical supervision is practiced across all stages of teacher development to improve instructional behaviors by providing objective feedback, as well as diagnosing and solving instructional problems. Clinical supervision is composed of three elements: planning conference, classroom observation, and feedback conference. Clinical supervision is commonly included in teacher education programs within early field-teaching experiences. As preservice teachers (PTs) deliver lessons, university supervisors observe the lesson and then engage the PTs in a post-lesson feedback conference. When working with PTs during early field-teaching experiences, emphasis is placed on the post-lesson feedback conference. Clinical supervision is provided via multiple means, methods, or techniques, including mentoring, self-assessment, cognitive coaching, peer consultation and coaching, professional learning communities, and video stimulated recall. The focus of this article will be on two supervisory methods - on-site collaboration and video stimulated recall (VSR). The purpose of this article is to identify PTs' perspective of both supervisory techniques and discuss the benefits and drawbacks of each. Based on student voices, the article will also provide suggestions for effectively implementing VSR in a teacher-education or student-teaching program.