physical education teacher education, video analysis, reliability, student teaching, feedback, self-reflection
This study examines the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video (DV)-based teaching episodes and Studiocode analysis software. Student self-analysis of DV footage may offer a high tech solution to common shortfalls of traditional systematic observation and reflection practices by increasing the amount, timeliness, and accuracy of performance feedback. What is yet to be determined is whether students can reliably and accurately analyze such footage. Using Studiocode software, student analyses were compared to those of experts to determine coding reliability and content accuracy. The results of this study indicate that with less than two hours of training and three practice attempts, students are moderately reliable in their coding ability and highly accurate in their content analysis. Students who engage in additional attempts demonstrated high levels of coding reliability and content accuracy. Implications of this study include (a) students can reliably learn to self-code within a reasonably short period of time--making these technologies manageable in teaching methods courses--and (b) DV analysis may provide additional, accurate, and reliable sources of feedback beyond traditional evaluative techniques.
Original Publication Citation
Prusak, K., Dye, B.R., Graham, C.R., & Graser, S. (21). Reliability of pre-service physical education teachers' coding of teaching videos using Studiocode analysis software. Journal of Technology and Teacher Education. 18(1), 131-159.
BYU ScholarsArchive Citation
Prusak, Keven; Dye, Brigham; Graham, Charles R.; and Graser, Susan, "Reliability of Pre-Service Physical Education Teachers' Coding of Teaching Videos Using Studiocode Analysis Software" (2010). All Faculty Publications. 840.
Association for the Advancement of Computing in Education
David O. McKay School of Education
Instructional Psychology and Technology
© 2010 AACE Reprinted from the Journal of Technology and Teacher Education (2010) with permission of AACE (http://www.aace.org). Archived with permission of the Society for Information Technology and Teacher Education, http://SITE.aace.org.
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