Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study. / Kleinknecht, Marc; Gröschner, Alexander.
in: Teaching and Teacher Education, Jahrgang 59, 01.10.2016, S. 45-56.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study
AU - Kleinknecht, Marc
AU - Gröschner, Alexander
PY - 2016/10/1
Y1 - 2016/10/1
N2 - This study focused on effects of a video-based self-reflection and feedback program on preservice teachers' noticing and their learning during the program. Using pre-posttest and written reflections during the learning sessions, we compared this intervention (IG) with a journal-writing approach (CG). Results of the pre-posttest showed that IG members reflected more deeply on positive teaching events than CG members. Written reflections revealed that the first self-reflection in IG contained more superficially negative evaluations than self-reflection in the CG. In contrast, video feedback from peers and experts offered more counterbalanced evaluations with explanations, which, in turn, enhanced second self-reflection in IG.
AB - This study focused on effects of a video-based self-reflection and feedback program on preservice teachers' noticing and their learning during the program. Using pre-posttest and written reflections during the learning sessions, we compared this intervention (IG) with a journal-writing approach (CG). Results of the pre-posttest showed that IG members reflected more deeply on positive teaching events than CG members. Written reflections revealed that the first self-reflection in IG contained more superficially negative evaluations than self-reflection in the CG. In contrast, video feedback from peers and experts offered more counterbalanced evaluations with explanations, which, in turn, enhanced second self-reflection in IG.
KW - Educational science
KW - Feedback
KW - Intervention
KW - Preservice teacher education
KW - Teacher noticing
KW - Video
UR - http://www.scopus.com/inward/record.url?scp=84973513191&partnerID=8YFLogxK
U2 - 10.1016/j.tate.2016.05.020
DO - 10.1016/j.tate.2016.05.020
M3 - Journal articles
VL - 59
SP - 45
EP - 56
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -