TY - JOUR

T1 - Analyzing pre- and in-service teachers’ feedback practice with microteaching videos

AU - Holstein, Anna

AU - Weber, Kira Elena

AU - Prilop, Christopher Neil

AU - Kleinknecht, Marc

N1 - Publisher Copyright: © 2022 Elsevier Ltd

PY - 2022/9/1

Y1 - 2022/9/1

N2 - Studies have shown that feedback can have positive effects on student learning. Assuming that teaching experience can influence the frequency and quality of feedback, we analyzed and compared pre- and in-service teachers’ feedback practices with microteaching videos. In-service teachers provided significantly more feedback than pre-service teachers. In-service teachers provided more feedback at the process level and showed more variety in combining feedback levels than did the pre-service teachers. However, feedback about self-regulation hardly occurred in both groups and should be fostered through practice-based programs.

AB - Studies have shown that feedback can have positive effects on student learning. Assuming that teaching experience can influence the frequency and quality of feedback, we analyzed and compared pre- and in-service teachers’ feedback practices with microteaching videos. In-service teachers provided significantly more feedback than pre-service teachers. In-service teachers provided more feedback at the process level and showed more variety in combining feedback levels than did the pre-service teachers. However, feedback about self-regulation hardly occurred in both groups and should be fostered through practice-based programs.

KW - Feedback

KW - In-service teachers

KW - Microteaching

KW - Pre-service teachers

KW - Video analysis

KW - Empirical education research

UR - http://www.scopus.com/inward/record.url?scp=85133690758&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2022.103817

DO - 10.1016/j.tate.2022.103817

M3 - Journal articles

AN - SCOPUS:85133690758

VL - 117

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 103817

ER -