The Outcomes of the Use of a Structured Observation Scale in Supervising Secondary Student Teachers

Abstract

This study was undertaken to determine whether or not the structured observation of student teacher affects their performance. A Structured observation Scale (SOS) , as an instrument for student teaching classroom observation, and a Satisfaction Scale (SS) , to assess the satisfaction with the observation techniques, were developed using the Delphi Technique. The cooperating teachers and the university supervisors in the experimental group used the SOS every time they made an official observation of a student teacher, while the control group used the traditional techniques. The student teacher performance was evaluated on the Purdue Teacher Evaluation Scale (PTES) prior to the end of the student teaching program. Satisfaction with supervisory observation was assessed on the SS. It was found that the student teachers in the experimental group performed significantly better than those in the control group based on the PTES scores. Pupils and university supervisors in the control group rated student teachers differently. Interaction between the treatment and the raters was significant. Student teachers in the experimental group performed better than those in the control group as rated by cooperating teachers and pupils. It was concluded from analysis of overall satisfaction with classroom observation techniques that significant differences existed with the mean score of the control group being greater than the experimental group.