This paper presents an in vivo naturalistic case study of an education college in a Midwestern state university that implemented Cisco TelePresence high-definition teleconference technology in supervising student teachers in rural schools. Guided by a clinical supervision triad model, this approach includes synchronous virtual observation and video-based non-synchronous reflective practice within a triad of university supervisor, student teacher, and cooperating teacher. Results demonstrate that important factors for implementing virtual supervision in rural schools include multiple personnel involvement in teacher education programs and K12 schools and collaboratively developed goals, procedures, and outcomes. It also finds out that virtual supervision serves as a lens to the rural world for student teachers and a catalyst for educational equity for rural schools and districts. Technological aspects of supervision such as equipment description and costs are also provided.

中文翻译：

---

学生教师的虚拟监督是农村地区教育公平变化的催化剂

本文介绍了中西部州立大学一所教育学院的自然案例研究，该案例实施了Cisco TelePresence高清晰度电话会议技术来监督农村学校的学生教师。在临床督导三合会模型的指导下，这种方法包括在大学督导，学生教师和合作教师三合会中进行同步虚拟观察和基于视频的非同步反射练习。结果表明，在农村学校中实施虚拟监督的重要因素包括多人参与教师教育计划和K12学校，以及共同制定目标，程序和成果。它还发现虚拟监督是学生教师向农村世界的一个镜头，并且是农村学校和地区教育公平的催化剂。还提供了监督的技术方面，例如设备描述和成本。