Source: Journal of Early Childhood Teacher Education, Vol. 33, Issue 3, August 2012, p. 224-238
The authors describe a video review process for providing feedback to students and documents students' teaching practices.
The authors used the Classroom Assessment Scoring System (CLASS) in a practicum course and student teaching.
Students videotaped themselves in their field-based settings.
The students then met with the course instructors and classmates in small groups to review strengths and challenges of their teaching using the CLASS framework of teacher–child interactions.
These videos were also coded by trained CLASS observers across 10 dimensions in the areas of emotional support, classroom organization, and instructional support.
Results from preservice teachers' CLASS ratings indicate a pattern similar to national data sets using the CLASS, higher scores in the emotional support and classroom organization domains than in the domain of instructional support.
Furthermore, findings revealed that CLASS scores declined from students' practicum placement to the end of student teaching in the domain of emotional support and specifically in the dimensions of regard for student perspectives and behavior management.
Implications for teacher development in light of students' CLASS scores and changes in CLASS scores are discussed.