A Comparative Study on the Viewpoints of Teacher and Student Teacher Classroom Observations through Analysis of their Video Footage

Abstract

Our intention for this study is to nurture practical professional teacher competencies in planning, the effecting, analyzing and evaluating instruction; particularly the observation of the teaching/learning process. Our hypothesis shows that through the comparative examination of the video footage before and after tracking or pausing, we could indicate the video recorder's viewpoints of classroom observation. Two video recordings were made; one by a student teacher and one by a qualified teacher. These recordings were comparatively analyzed from the viewpoint of tracking and pausing. As a result, we have found thatit is important for the student teacher to grasp sequences of the teaching actrelevant to the learning act.