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Abstract
The following study employed a multiple baseline design to attempt to evaluate the effect of video feedback (video playback and coding) and then video feedback paired with a guided self-assessment on the increased use of evidence-based teaching practices of preservice teachers. Research indicates that the use of praise, the ample provision for classroom students to respond to instruction, and the effective use of instructional learning time are three effective teaching practices that have a demonstrated positive effect on student achievement, especially students diagnosed with special needs. In this study, the use of video feedback and then video feedback used in conjunction with a self-assessment were compared to evaluate if these interventions were effective in increasing the skill level and self-efficacy of six preservice teacher participants. Results indicate that video feedback is an effective intervention responsible for the increased use of specific praise, the primary dependent variable, in all six candidates. Results also indicated positive effects for all secondary variables of interest. Finally, results implied that the addition of a self-assessment tool may have added to the increased skill level of the participants, yet limitations in methodology allow the researcher to draw only limited conclusions regarding the augmented effectiveness of the use of video paired with self-assessment.