Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Teaching and Teacher Education, Jahrgang 76, 11.2018, S. 39-49.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Promoting pre-service teachers' professional vision of classroom management during practical school training
T2 - Effects of a structured online- and video-based self-reflection and feedback intervention.
AU - Weber, Kira Elena
AU - Gold, Bernadette
AU - Prilop, Christopher Neil
AU - Kleinknecht, Marc
N1 - Publisher Copyright: © 2018
PY - 2018/11
Y1 - 2018/11
N2 - We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received additional expert feedback. Results of the pre–post-test showed that, although, video-based peer feedback can help to promote PVCM, the peer and expert feedback group outperformed the only peer feedback group and had a significantly higher increase than the CG in the total test of PVCM and in the facets of monitoring and managing momentum.
AB - We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received additional expert feedback. Results of the pre–post-test showed that, although, video-based peer feedback can help to promote PVCM, the peer and expert feedback group outperformed the only peer feedback group and had a significantly higher increase than the CG in the total test of PVCM and in the facets of monitoring and managing momentum.
KW - Empirical education research
KW - Video-based feedback
KW - Professional vision
KW - Classroom management
KW - Intervention
KW - Pre-service teacher education
UR - http://www.scopus.com/inward/record.url?scp=85051960600&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/45ada36c-eafe-32fc-b76e-45a04103db2b/
U2 - 10.1016/j.tate.2018.08.008
DO - 10.1016/j.tate.2018.08.008
M3 - Journal articles
VL - 76
SP - 39
EP - 49
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
ER -