The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Standard
The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment. / Prilop, Christopher Neil; Weber, Kira Elena; Kleinknecht, Marc.
in: Teaching and Teacher Education, Jahrgang 99, 103276, 01.03.2021.Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment
AU - Prilop, Christopher Neil
AU - Weber, Kira Elena
AU - Kleinknecht, Marc
N1 - Publisher Copyright: © 2020 Elsevier Ltd
PY - 2021/3/1
Y1 - 2021/3/1
N2 - This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers’ PVCM.
AB - This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers’ PVCM.
KW - Educational science
KW - profesional vision
KW - classroom management
KW - expert feedback
KW - video analysis
KW - preservice teacher education
UR - http://www.scopus.com/inward/record.url?scp=85099222444&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/b18421c4-35c4-37d3-8ee0-e0cddf5fe707/
U2 - 10.1016/j.tate.2020.103276
DO - 10.1016/j.tate.2020.103276
M3 - Journal articles
VL - 99
JO - Teaching and Teacher Education
JF - Teaching and Teacher Education
SN - 0742-051X
M1 - 103276
ER -