Although technology-mediated learning has its advantages, it does not come without operational tradeoffs. Thus, consideration of the effectiveness of new modes of teacher preparation in comparison to traditional, longstanding, research-proven methods is necessary. In this study, we evaluated one large southern urban university’s implementation of synchronous remote observations of teacher education candidates using live classroom software. We compared remote and face-to-face observations to determine if the modes of observation were equivalent in supporting professional growth and evaluating quality instruction. Results suggest that both modes of observation are not equal but are comparable in supporting graduate interns’ professional growth and in measuring teaching effectiveness. The implications of this study shed light on the advantages and limitations of emergent technologies as teacher education programs explore alternative forms of Web-based evaluations of teacher candidates.

Heafner, T. L., Petty, T. M., & Hartshorne, R. (2011). Evaluating modes of teacher preparation:  A comparison of face-to-face and remote observations of graduate interns. Journal of Digital Learning in Teacher Education, 27(4), 154–164.

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