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University supervisor perspectives of the remote observation of graduate interns

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Abstract

The University of North Carolina at Charlotte’s College of Education offers a 100 % online teacher licensure program. One component of the licensure program is the Graduate Internship, which involves the observation of graduate interns’ teaching. With many current and potential students located in more remote areas of the state, the remote observation of graduate interns (ROGI) was developed. Although a technology-based solution to observation barriers, evaluation of the remote observation process was necessary for larger programmatic expansion. Thus, the purpose of this qualitative study was to describe from the experiences of university supervisors who had conducted remote observations for 1 year. Researchers sought to understand, from an administrative perspective, what was gained or lost in substituting ROGI for traditional face to face observations. Drawing from interview data, researchers explore four university supervisors’ feelings about their experiences with ROGI, perceptions of the utility and limitations of ROGI, as well as their comfort in facilitating technology-mediated observations. Additionally, researchers describe university supervisor preferences in comparing face to face observations with ROGI, and examine from university supervisor experiences whether or not they believe the teaching internship semester can be effectively facilitated with technology.

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Authors and Affiliations

  1. Middle, Secondary, & K-12 Education, University of North Carolina at Charlotte, 9201 University City Blvd., Charlotte, NC, 28223, USA

    Tina L. Heafner & Teresa M. Petty

  2. Department of Educational and Human Sciences, University of Central Florida, P.O. Box 161250, Orlando, FL, 32816-1250, USA

    Richard Hartshorne

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  1. Tina L. Heafner
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  2. Teresa M. Petty
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  3. Richard Hartshorne
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Correspondence to Tina L. Heafner.

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Heafner, T.L., Petty, T.M. & Hartshorne, R. University supervisor perspectives of the remote observation of graduate interns. J Comput High Educ 24, 143–163 (2012). https://doi.org/10.1007/s12528-012-9063-1

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