Providing effective supervision of student teachers and interns is critical in preparing quality special education teachers. To decrease the time commitment of supervisors, researchers have suggested using virtual observations which are generally viewed as a valuable resource. This study examined the experience of teacher candidates supervised with a combination of face-to-face visits and video observations. Groups of university faculty (supervisors) and students (teacher candidates) from a western university participated with both methods of supervision over three years and provided feedback to researchers. Results highlighted participants<'> satisfaction with the supervision process, including advantages and concerns with each type and ways the combination of methods gave added value and efficiency. Benefits of using the combination of observation types, which was most valued by both supervisors and candidates, were convenience and flexibility of scheduling, opportunities for self-evaluation, and the nature and timeliness of feedback. Future research might focus on using the combination of supervision methods with licensure candidates in other groups of professionals and teachers or examine specific aspects of using the technology.
College and Department
David O. McKay School of Education; Educational Leadership and Foundations
BYU ScholarsArchive Citation
Smith, Barbara M., "Supervising Teaching Candidates Using Face-to-Face and Virtual Observations: Perceptions and Preferences of Special Educators" (2018). Theses and Dissertations. 7353.
special education, online video analysis, student teachers, teaching observations, supervision