Near-peer video-based feedback: a useful activity for aspiring school leaders?

Abstract

Purpose

This study examined the value of using near-peer video-based feedback to help train aspiring school leaders in coaching strategies. This research is part of a larger study in which feedback was solicited from both aspiring teachers and aspiring school leaders. The current study focused on the responses provided by the aspiring school leaders.

Design/methodology/approach

This study utilized a phenomenological design. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were uploaded to a secure website using EdPuzzle. Graduate students aspiring to be principals who were enrolled in a supervision course at the same university observed these classroom videos and provided feedback.

Findings

In regard to what participants learned about using video recordings, responses of aspiring principals fell into three themes as follows: establishing trust, providing critical feedback and broadening perspectives.

Research limitations/implications

This study is limited by it being a small-scale study conducted at one public university in the Southwestern United States. Accordingly, the findings of this study are limited in their generalizability.

Practical implications

This study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.

Originality/value

This research adds to the small but growing body of literature regarding near-peer video-based feedback and its potential value in helping aspiring principals practice coaching skills using written feedback.

Citation

Kearney, W.S., Jurica, J. and Entzi, T. (2020), "Near-peer video-based feedback: a useful activity for aspiring school leaders?", International Journal of Mentoring and Coaching in Education, Vol. 9 No. 4, pp. 357-373. https://doi.org/10.1108/IJMCE-09-2019-0087