TY - JOUR

T1 - Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning

AU - Weber, Kira Elena

AU - Prilop, Christopher Neil

AU - Kleinknecht, Marc

N1 - Publisher Copyright: © 2023 Elsevier Ltd

PY - 2023/6/1

Y1 - 2023/6/1

N2 - To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.

AB - To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.

KW - Cognitive load

KW - Emotions

KW - Knowledge-based reasoning

KW - Pre-service teacher education

KW - Reflection

KW - Video analysis

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85150437647&partnerID=8YFLogxK

U2 - 10.1016/j.stueduc.2023.101256

DO - 10.1016/j.stueduc.2023.101256

M3 - Journal articles

AN - SCOPUS:85150437647

VL - 77

JO - Studies in Educational Evaluation

JF - Studies in Educational Evaluation

SN - 0191-491X

M1 - 101256

ER -