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

Abstract

<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>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.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>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.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Findings</jats:title><jats:p>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.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Research limitations/implications</jats:title><jats:p>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.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Practical implications</jats:title><jats:p>This study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Originality/value</jats:title><jats:p>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.</jats:p></jats:sec>