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Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Standard

Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support. / Weber, Kira Elena; Prilop, Christopher Neil; Kleinknecht, Marc.
in: Learning, Culture and Social Interaction, Jahrgang 22, 100318, 01.09.2019.

Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet

Harvard

Weber, KE, Prilop, CN & Kleinknecht, M 2019, 'Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support', Learning, Culture and Social Interaction, Jg. 22, 100318. https://doi.org/10.1016/j.lcsi.2019.100318

APA

Weber, K. E., Prilop, C. N., & Kleinknecht, M. (2019). Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support. Learning, Culture and Social Interaction, 22, Artikel 100318. https://doi.org/10.1016/j.lcsi.2019.100318

Vancouver

Weber KE, Prilop CN, Kleinknecht M. Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support. Learning, Culture and Social Interaction. 2019 Sep 1;22:100318. doi: 10.1016/j.lcsi.2019.100318

Bibtex

@article{aa7b7e81d6634ff88b91ec3374dd5706,
title = "Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support",
abstract = "We compared two blended and video-based coaching approaches (V-Coaching and V-Coaching+) with pure, face-to-face coaching supervision (Live-Coaching) and measured preservice teachers{\textquoteright} self-efficacy in classroom management before and after their first teaching practicum. Additionally, the preservice teachers{\textquoteright} perceived competence support was analyzed. The preservice teachers in both blended coaching approaches reflected on own teaching videos focusing on their classroom management and received feedback from their peers. Members of the V-Coaching+ group received additional expert feedback from university supervisors on the digital platform. The results of the pre–posttest showed that the preservice teachers in the V-Coaching+ group increased their self-efficacy in classroom management significantly more than the preservice teachers in the Live-Coaching group. Moreover, the preservice teachers in both video-based coaching groups reported receiving significantly more perceived competence support from their university supervisors than the preservice teachers in the Live-Coaching group. The content analysis of the video-based selfreflection and the feedback revealed that the preservice teachers{\textquoteright} self-reflection contained more negative aspects than the feedback from fellow students. In addition, our results showed that peer feedback is mostly positive, while feedback from university supervisors is more balanced (both positive and negative) and contains more suggestions for alternative teaching strategies.",
keywords = "Empirical education research",
author = "Weber, {Kira Elena} and Prilop, {Christopher Neil} and Marc Kleinknecht",
year = "2019",
month = sep,
day = "1",
doi = "10.1016/j.lcsi.2019.100318",
language = "English",
volume = "22",
journal = "Learning, Culture and Social Interaction",
issn = "2210-6561",
publisher = "Elsevier B.V.",

}

RIS

TY - JOUR

T1 - Effects of blended and video-based coaching approaches on preservice teachers' self-efficacy and perceived competence support

AU - Weber, Kira Elena

AU - Prilop, Christopher Neil

AU - Kleinknecht, Marc

PY - 2019/9/1

Y1 - 2019/9/1

N2 - We compared two blended and video-based coaching approaches (V-Coaching and V-Coaching+) with pure, face-to-face coaching supervision (Live-Coaching) and measured preservice teachers’ self-efficacy in classroom management before and after their first teaching practicum. Additionally, the preservice teachers’ perceived competence support was analyzed. The preservice teachers in both blended coaching approaches reflected on own teaching videos focusing on their classroom management and received feedback from their peers. Members of the V-Coaching+ group received additional expert feedback from university supervisors on the digital platform. The results of the pre–posttest showed that the preservice teachers in the V-Coaching+ group increased their self-efficacy in classroom management significantly more than the preservice teachers in the Live-Coaching group. Moreover, the preservice teachers in both video-based coaching groups reported receiving significantly more perceived competence support from their university supervisors than the preservice teachers in the Live-Coaching group. The content analysis of the video-based selfreflection and the feedback revealed that the preservice teachers’ self-reflection contained more negative aspects than the feedback from fellow students. In addition, our results showed that peer feedback is mostly positive, while feedback from university supervisors is more balanced (both positive and negative) and contains more suggestions for alternative teaching strategies.

AB - We compared two blended and video-based coaching approaches (V-Coaching and V-Coaching+) with pure, face-to-face coaching supervision (Live-Coaching) and measured preservice teachers’ self-efficacy in classroom management before and after their first teaching practicum. Additionally, the preservice teachers’ perceived competence support was analyzed. The preservice teachers in both blended coaching approaches reflected on own teaching videos focusing on their classroom management and received feedback from their peers. Members of the V-Coaching+ group received additional expert feedback from university supervisors on the digital platform. The results of the pre–posttest showed that the preservice teachers in the V-Coaching+ group increased their self-efficacy in classroom management significantly more than the preservice teachers in the Live-Coaching group. Moreover, the preservice teachers in both video-based coaching groups reported receiving significantly more perceived competence support from their university supervisors than the preservice teachers in the Live-Coaching group. The content analysis of the video-based selfreflection and the feedback revealed that the preservice teachers’ self-reflection contained more negative aspects than the feedback from fellow students. In addition, our results showed that peer feedback is mostly positive, while feedback from university supervisors is more balanced (both positive and negative) and contains more suggestions for alternative teaching strategies.

KW - Empirical education research

UR - http://www.scopus.com/inward/record.url?scp=85067854440&partnerID=8YFLogxK

U2 - 10.1016/j.lcsi.2019.100318

DO - 10.1016/j.lcsi.2019.100318

M3 - Journal articles

AN - SCOPUS:85067854440

VL - 22

JO - Learning, Culture and Social Interaction

JF - Learning, Culture and Social Interaction

SN - 2210-6561

M1 - 100318

ER -

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