Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Studies in Educational Evaluation, Jahrgang 77, 101256, 01.06.2023.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning
AU - Weber, Kira Elena
AU - Prilop, Christopher Neil
AU - Kleinknecht, Marc
N1 - Publisher Copyright: © 2023 Elsevier Ltd
PY - 2023/6/1
Y1 - 2023/6/1
N2 - To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.
AB - To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.
KW - Cognitive load
KW - Emotions
KW - Knowledge-based reasoning
KW - Pre-service teacher education
KW - Reflection
KW - Video analysis
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85150437647&partnerID=8YFLogxK
U2 - 10.1016/j.stueduc.2023.101256
DO - 10.1016/j.stueduc.2023.101256
M3 - Journal articles
AN - SCOPUS:85150437647
VL - 77
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
M1 - 101256
ER -