TY - JOUR

T1 - How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum

AU - Prilop, Christopher Neil

AU - Weber, Kira Elena

AU - Kleinknecht, Marc

PY - 2019/9

Y1 - 2019/9

N2 - This study investigated the impact of digital reflection and feedback environments on pre-service teachers’ beliefs about teaching and learning (constructivist/traditional) and self-efficacy before and after a teaching practicum. While pre-service teachers in one condition only self-reflected and received feedback in face-to-face sessions (n = 65), in the other conditions they also participated in text- (n = 19) or video-based (n = 22) digital reflection and feedback environments. Test results showed traditional beliefs increased in the text-based environment. Constructivist beliefs decreased in non-video conditions in comparison to the video-based digital environment. Self-efficacy was fostered in all conditions. Content analysis showed that pre-service teachers’ self-reflections and feedbacks were more positive in the video-based condition and self-reflections displayed a higher level of knowledge-based reasoning. Implications for future research are discussed.

AB - This study investigated the impact of digital reflection and feedback environments on pre-service teachers’ beliefs about teaching and learning (constructivist/traditional) and self-efficacy before and after a teaching practicum. While pre-service teachers in one condition only self-reflected and received feedback in face-to-face sessions (n = 65), in the other conditions they also participated in text- (n = 19) or video-based (n = 22) digital reflection and feedback environments. Test results showed traditional beliefs increased in the text-based environment. Constructivist beliefs decreased in non-video conditions in comparison to the video-based digital environment. Self-efficacy was fostered in all conditions. Content analysis showed that pre-service teachers’ self-reflections and feedbacks were more positive in the video-based condition and self-reflections displayed a higher level of knowledge-based reasoning. Implications for future research are discussed.

KW - Empirical education research

KW - Beliefs

KW - Digital environment

KW - Feedback

KW - Reflection

KW - Self-efficacy

KW - Teaching practicum

UR - http://www.scopus.com/inward/record.url?scp=85067998314&partnerID=8YFLogxK

U2 - 10.1016/j.stueduc.2019.06.005

DO - 10.1016/j.stueduc.2019.06.005

M3 - Journal articles

VL - 62

SP - 158

EP - 170

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

ER -