Improving PETE Lesson Study Using Swivl Robot Classroom Observation Technology

Background: Lesson study has been shown to be an effective strategy to improve the planning and teaching behaviors of undergraduate physical education teacher education (PETE) students (Cluph, Lux, & Scott, 2012). New... [ view full abstract ]

Background: Lesson study has been shown to be an effective strategy to improve the planning and teaching behaviors of undergraduate physical education teacher education (PETE) students (Cluph, Lux, & Scott, 2012). New technology markers (Swivl, C-Series Robot) make it possible for PETE majors to self-record teacher and student interactions to be able to better assess student response during practicum experiences. Post-reflection immediately following lesson delivery helps with lesson revision, but can sometimes limited by the availability for university faculty to meet with each PETE student directly following each lesson.

Methods: The aim of this study is to determine the effectiveness of using Swivl technology to improve the self-reflection and revision process of practicum student teaching performance. In addition, teacher and student response will be recorded to determine effectiveness of feedback interactions. Quantitative outcomes to be reported include change in Qualitative Measures in Teaching Performance Scale (QMTPS) specifically targeting completeness of demonstrations, student appropriate response, and specific congruent feedback. PETE student reflections will be analyzed qualitatively and emerging themes will be reported.

Discussion: Swivl Robot technology provides a simple way for undergraduate PETE majors to collect information about a teacher and student interactions during a teaching episode and self-analyze teaching performance in order to revise and improve future instructional delivery skills. If found to be effective, this method has the potential to more efficiently prepare PETE students for student teaching capstone experiences and increase self-reflection skills.