Using Video Segments to Enhance Early Clinical Experiences of Prospective Teachers

Abstract

This poster outlines a perspective for framing an early clinical experience course by using a model in which video segments of typical K-5 classrooms are used in conjunction with a structured classroom observation instrument as a focus for subsequent classroom observations. By introducing a conceptual framework for student observations using video segments, students are provided with an efficient and conceptually coherent means for guiding their classroom observation experiences in school settings in the remainder of the course.