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

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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

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@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