Analyzing pre- and in-service teachers’ feedback practice with microteaching videos

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Analyzing pre- and in-service teachers’ feedback practice with microteaching videos. / Holstein, Anna; Weber, Kira Elena; Prilop, Christopher Neil et al.
In: Teaching and Teacher Education, Vol. 117, 103817, 01.09.2022.

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@article{4036b283fa2748dbb5b027fd3508a25e,
title = "Analyzing pre- and in-service teachers{\textquoteright} feedback practice with microteaching videos",
abstract = "Studies have shown that feedback can have positive effects on student learning. Assuming that teaching experience can influence the frequency and quality of feedback, we analyzed and compared pre- and in-service teachers{\textquoteright} feedback practices with microteaching videos. In-service teachers provided significantly more feedback than pre-service teachers. In-service teachers provided more feedback at the process level and showed more variety in combining feedback levels than did the pre-service teachers. However, feedback about self-regulation hardly occurred in both groups and should be fostered through practice-based programs.",
keywords = "Feedback, In-service teachers, Microteaching, Pre-service teachers, Video analysis, Empirical education research",
author = "Anna Holstein and Weber, {Kira Elena} and Prilop, {Christopher Neil} and Marc Kleinknecht",
note = "Publisher Copyright: {\textcopyright} 2022 Elsevier Ltd",
year = "2022",
month = sep,
day = "1",
doi = "10.1016/j.tate.2022.103817",
language = "English",
volume = "117",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - Analyzing pre- and in-service teachers’ feedback practice with microteaching videos

AU - Holstein, Anna

AU - Weber, Kira Elena

AU - Prilop, Christopher Neil

AU - Kleinknecht, Marc

N1 - Publisher Copyright: © 2022 Elsevier Ltd

PY - 2022/9/1

Y1 - 2022/9/1

N2 - Studies have shown that feedback can have positive effects on student learning. Assuming that teaching experience can influence the frequency and quality of feedback, we analyzed and compared pre- and in-service teachers’ feedback practices with microteaching videos. In-service teachers provided significantly more feedback than pre-service teachers. In-service teachers provided more feedback at the process level and showed more variety in combining feedback levels than did the pre-service teachers. However, feedback about self-regulation hardly occurred in both groups and should be fostered through practice-based programs.

AB - Studies have shown that feedback can have positive effects on student learning. Assuming that teaching experience can influence the frequency and quality of feedback, we analyzed and compared pre- and in-service teachers’ feedback practices with microteaching videos. In-service teachers provided significantly more feedback than pre-service teachers. In-service teachers provided more feedback at the process level and showed more variety in combining feedback levels than did the pre-service teachers. However, feedback about self-regulation hardly occurred in both groups and should be fostered through practice-based programs.

KW - Feedback

KW - In-service teachers

KW - Microteaching

KW - Pre-service teachers

KW - Video analysis

KW - Empirical education research

UR - http://www.scopus.com/inward/record.url?scp=85133690758&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2022.103817

DO - 10.1016/j.tate.2022.103817

M3 - Journal articles

AN - SCOPUS:85133690758

VL - 117

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 103817

ER -