This study looked to analyze two classroom behaviors that were directly influenced by teacher behaviors (content-specific feedback & percent student on-task time) of pre-service graduate students (PGS) in adapted physical education. The results will enhance our understanding of the value of teacher evaluation and using remote supervision in adapted physical education and potentially enhance the cost and temporal efficiency of supervising students in the field.
Method:
Data was collected from 10 PGS currently enrolled in the master’s program in adapted physical education at University of Virginia. As part of their course requirements, students complete a required practicum each semester. Students are assigned a caseload of special education students in the Albemarle County (VA) schools and are responsible for providing instruction in adapted physical education in accordance with the students’ IEPs.
A single-subject design was used to compare two different evaluation methods, [1] direct on-site evaluation with feedback post-observation and [2] live remote supervision via FaceTime with in-ear feedback throughout lesson. After each observation, the supervisor writes and sends a summary to the student. The summary includes feedback on how the student is performing on two target behaviors (content-specific feedback & percent student on-task time) and performance expectations for the succeeding week. Observation Analysis and Recording System – OARS (Kelly, 1986; 2012) was used to formatively evaluate PGS in adapted physical education during their practicum experiences in the public schools.
Analysis/Results:
The OARS behavior data was used to qualitatively and descriptively analyzed to interpret the impact both direct on-site supervision and remote supervision via FaceTime (with in-ear feedback), had on teaching behaviors.
Results show that throughout the semester there were increases for the two observational groups in both content-specific feedback and percent student on-task time, and that live remote supervision via FaceTime with in-ear feedback had strong influence on the number of content-specific feedback.
Conclusions:
The findings suggest that remote supervision with in-ear feedback may a prove to be a practical and cost-efficient way to increase desired teacher behaviors in pre-service adapted physical education teachers. As supervisors, pre-services teachers, and schools becoming increasingly connected through mobile devices and network capabilities, we conclude that remote supervision can help shift towards a new paradigm of supervising system in teacher education.