The Impact of Technology-Enhanced Student Teacher Supervision on Student Teacher Knowledge,Performance,and Self-Efficacy during the Field Experience

Abstract

The eSupervision instructional program is a series of five online modules housed in a content management system that support triad members (student teachers, cooperating teachers, university supervisors) during the field experience. The program was designed on a cognitive apprenticeship framework and uses a variety of technology to support both novice and expert activities, including online discussion forums, guided observations, video reflection, and a lesson plan performance support system. Forty-one student teachers (19 eSupervision, 22 non-eSupervision) completed a statewide assessment of knowledge and performance at the conclusion of their student teaching. Seventeen (8 eSupervision, 9 non-eSupervision) also completed a pre- and post-efficacy measure. After accounting for their experiences with the cooperating teacher, the results indicate a non-significant difference in teaching knowledge and performance and a statistically significant interaction in self-efficacy favoring eSupervision students. Implications for teacher education and the practices that improve the supervision of student teachers are discussed.

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