The impact of video review on supervisory conferencing

Abstract

This study investigated how video-based observation may alter the nature of post-observation talk between supervisors and teacher candidates. Audio-recorded post-observation conversations were coded using a conversation analysis framework and interpreted through the lens of interactional sociology. Findings suggest that video-based observations impacted the content and extent of teacher candidate reflection during post-observation discussions, enabling candidates to comment at greater length about their teaching, initiate topics, and cite evidence through reference to the video data. Implications for the role of supervisors and the potential of video-informed post-observation conferencing are discussed.

Keywords:

• supervision
• conferencing
• video
• conversation analysis
• feedback
• mentoring

Acknowledgements

The authors wish to acknowledge the support of the Faculty Fellowship Publication Program of the City University of New York in the drafting of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the author.