Exploring Virtual Supervision in Student Teaching: A Qualitative Case Study of Nontraditional Students' Experiences and Challenges
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| Title: | Exploring Virtual Supervision in Student Teaching: A Qualitative Case Study of Nontraditional Students' Experiences and Challenges |
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| Language: | English |
| Authors: | Kristina Stalter |
| Source: | Online Submission. 2026Ed.D. Scholarly Research Project, Bradley University. |
| Peer Reviewed: | N |
| Page Count: | 130 |
| Publication Date: | 2026 |
| Document Type: | Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Adult Education |
| Descriptors: | Student Teaching, Nontraditional Students, Student Experience, Student Teachers, Alternative Teacher Certification, Adult Students, Technology Uses in Education, Practicum Supervision |
| Geographic Terms: | Illinois |
| Abstract: | This action research, qualitative case study examined how nontraditional student teachers experience virtual supervision. The bounded case included three adult candidates in an Illinois alternative certification program. Data were collected through four semi-structured Zoom interviews per participant across the semester, supplemented by lesson recordings, artifacts, and member checking. Cross-case analysis yielded six themes: flexibility, feedback, technology use and digital adaptation, reflective practice, supportive relationships, and equity and access. Flexibility and access enabled high-quality feedback and sustained reflection, while predictable supervisory touchpoints and simple technology routines helped translate insights into classroom change. Program implications include designing flexibility by default (e.g., observation windows, remote recording, paced deliverables), centering technology onboarding, and coordinating with cooperating teachers to minimize disruption. Although transferability is limited by the small, single-program sample, findings suggest that well-designed virtual supervision can be rigorous, relational, and equitable for adult learners. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED677158 |
| Database: | ERIC |
| Abstract: | This action research, qualitative case study examined how nontraditional student teachers experience virtual supervision. The bounded case included three adult candidates in an Illinois alternative certification program. Data were collected through four semi-structured Zoom interviews per participant across the semester, supplemented by lesson recordings, artifacts, and member checking. Cross-case analysis yielded six themes: flexibility, feedback, technology use and digital adaptation, reflective practice, supportive relationships, and equity and access. Flexibility and access enabled high-quality feedback and sustained reflection, while predictable supervisory touchpoints and simple technology routines helped translate insights into classroom change. Program implications include designing flexibility by default (e.g., observation windows, remote recording, paced deliverables), centering technology onboarding, and coordinating with cooperating teachers to minimize disruption. Although transferability is limited by the small, single-program sample, findings suggest that well-designed virtual supervision can be rigorous, relational, and equitable for adult learners. |
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