Effects of digital video-based feedback environments on pre-service teachers’ feedback competence
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Authors
The present study investigates the added value of blended digital video-based feedback environments in fostering pre-service teachers’ feedback competence on teaching during a practicum. Pre-service teachers practised providing their peers with feedback on their classroom management in traditional face-to-face feedback sessions (control group, n = 65) or blended digital video-based environments with an expert present (V-Feedback+, n = 22) or without (V-Feedback, n = 16). Before and after the practicum, a video-based tool was applied that required pre-service teachers to provide written feedback to a teacher concerning fictitious classroom events. Written feedbacks were analysed by applying quantitative content analysis. Feedback competence was assessed with six categories: assessment criteria; specificity; suggestions; questions; first person; and positive/negative emphasis. This study demonstrated that digital video-based environments can elicit stronger effects than traditional face-to-face settings, especially when combined with expert feedback. Results from the pre- and post-tests revealed that V-Feedback and V-Feedback+ participants provided more specific feedback than the control group. V-Feedback+ participants provided feedback containing more high quality suggestions than the V-Feedback group. This study illustrates how pre-service teachers’ feedback competence can be fostered in teaching practicums using digital video-based feedback environments. 
| Titel in Übersetzung | Effekte digitaler videobasierter Feedbackumgebungen auf die Feedbackkompetenz von Lehramtsstudierenden | 
|---|---|
| Originalsprache | Englisch | 
| Zeitschrift | Computers in Human Behavior | 
| Jahrgang | 102 | 
| Seiten (von - bis) | 120-131 | 
| Anzahl der Seiten | 12 | 
| ISSN | 0747-5632 | 
| DOIs | |
| Publikationsstatus | Erschienen - 01.2020 | 
- Geisteswissenschaftliche Fächer (sonstige)
 - Human-computer interaction
 - Psychologie (insg.)
 
ASJC Scopus Sachgebiete
- Erziehungswissenschaften
 
