Abstract

Teacher preparation programs are increasingly utilizing video annotation software (VAS) to conduct remote supervision of preservice teachers during field experience. However, the preservice teacher’s perspective on this practice is not widely understood. The purpose of this phenomenological study was to explore preservice teachers’ experiences using VAS for student teaching observations at a medium-sized public university in the northeastern US. Eleven participants completed individual audiovisual elicitation interviews and a letter-writing prompt guided by Bandura’s self-efficacy theory. Four themes derived from their experiences included (a) streamlined reflection, (b) digital detachment, (c) the supervisor variable, and (d) self-efficacy development through program components. The findings showed VAS-improved preservice teachers’ reflection and personal agency. However, without a knowledgeable and supportive supervisor, the preservice teachers reported limited benefits from the software’s targeted feedback capabilities. It is recommended that teacher educators sequentially structure video-based practices throughout the program and establish clear supervision parameters for remote observations.