Effects of digital video-based feedback environments on pre-service teachers’ feedback competence

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Standard

Effects of digital video-based feedback environments on pre-service teachers’ feedback competence. / Prilop, Christopher Neil; Weber, Kira Elena; Kleinknecht, Marc.
in: Computers in Human Behavior, Jahrgang 102, 01.2020, S. 120-131.

Publikation: Beiträge in ZeitschriftenZeitschriftenaufsätzeForschungbegutachtet

Harvard

APA

Vancouver

Bibtex

@article{6f9c923f0153494aa81f239264f20200,
title = "Effects of digital video-based feedback environments on pre-service teachers{\textquoteright} feedback competence",
abstract = "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{\textquoteright} feedback competence can be fostered in teaching practicums using digital video-based feedback environments.",
keywords = "Educational science, Pre-service teacher education, Digital learning environments, Video, Intervention, Feedback, Practicum",
author = "Prilop, {Christopher Neil} and Weber, {Kira Elena} and Marc Kleinknecht",
year = "2020",
month = jan,
doi = "10.1016/j.chb.2019.08.011",
language = "English",
volume = "102",
pages = "120--131",
journal = "Computers in Human Behavior",
issn = "0747-5632",
publisher = "Elsevier Ltd",

}

RIS

TY - JOUR

T1 - Effects of digital video-based feedback environments on pre-service teachers’ feedback competence

AU - Prilop, Christopher Neil

AU - Weber, Kira Elena

AU - Kleinknecht, Marc

PY - 2020/1

Y1 - 2020/1

N2 - 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.

AB - 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.

KW - Educational science

KW - Pre-service teacher education

KW - Digital learning environments

KW - Video

KW - Intervention

KW - Feedback

KW - Practicum

UR - http://www.scopus.com/inward/record.url?scp=85071259939&partnerID=8YFLogxK

U2 - 10.1016/j.chb.2019.08.011

DO - 10.1016/j.chb.2019.08.011

M3 - Journal articles

VL - 102

SP - 120

EP - 131

JO - Computers in Human Behavior

JF - Computers in Human Behavior

SN - 0747-5632

ER -

DOI

Zuletzt angesehen

Publikationen

  1. Habitat invasion risk assessment based on Landsat 5 data, exemplified by the shrub Rosa rubiginosa in southern Argentina
  2. Der Zusammenhang von Koordination und Körperzusammensetzung bei leistungsorientierten Fußballern im Jugendbereich
  3. Hochschulen zwischen Vergleichbarkeit und Unvergleichbarkeit
  4. Innerstädtisches Einkaufszentrum versus "Rest-City" am Beispiel Siegen
  5. Smartphone bans and workplace performance
  6. Projektvorstellung
  7. Habitus - Pierre Bourdieu
  8. Das Europäische Grenzregime und die Autonomie der Migration
  9. The tattooings of cities
  10. „Symmetrisch? – Das ist, wenn es so richtig schön ist!“
  11. Eine finite-elemente-lösung auf der basis eines erweiterten eindimensionalen querschnittselementes für die freie torsion dünnwandiger prismatischer Stäbe
  12. Business takeovers and firm growth: Empirical evidence from a German panel
  13. Orientierung
  14. Kindersport-Sozialbericht des Ruhrgebiets
  15. Arzneimittelentwicklung
  16. The Gender Composition of Establishments' Workforces and Gender Gaps in Wages and Leadership Positions
  17. Bildungsstandards – Kompetenzen überprüfen
  18. Personality Across the Lifespan
  19. Das physische Selbstkonzept, die individuell präferierte Bezugsnormorientierung und die Zielorientierung bei Grundschulkindern der zweiten und vierten Jahrgangsstufe
  20. Fazit und Ausblick. Aufgaben analysieren
  21. Evidencing and Explaining Democratic Congruence
  22. Psychometric Properties of the German Short Version of the Maslach Burnout Inventory - Student Survey
  23. Digitale Kulturkommunikation