Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study

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Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study. / Kleinknecht, Marc; Gröschner, Alexander.
In: Teaching and Teacher Education, Vol. 59, 01.10.2016, p. 45-56.

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@article{1148798f7f764e3c802396b867b4ce3c,
title = "Fostering preservice teachers{\textquoteright} noticing with structured video feedback: Results of an online- and video-based intervention study",
abstract = "This study focused on effects of a video-based self-reflection and feedback program on preservice teachers' noticing and their learning during the program. Using pre-posttest and written reflections during the learning sessions, we compared this intervention (IG) with a journal-writing approach (CG). Results of the pre-posttest showed that IG members reflected more deeply on positive teaching events than CG members. Written reflections revealed that the first self-reflection in IG contained more superficially negative evaluations than self-reflection in the CG. In contrast, video feedback from peers and experts offered more counterbalanced evaluations with explanations, which, in turn, enhanced second self-reflection in IG.",
keywords = "Educational science, Feedback, Intervention, Preservice teacher education, Teacher noticing, Video",
author = "Marc Kleinknecht and Alexander Gr{\"o}schner",
year = "2016",
month = oct,
day = "1",
doi = "10.1016/j.tate.2016.05.020",
language = "English",
volume = "59",
pages = "45--56",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Ltd",

}

RIS

TY - JOUR

T1 - Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study

AU - Kleinknecht, Marc

AU - Gröschner, Alexander

PY - 2016/10/1

Y1 - 2016/10/1

N2 - This study focused on effects of a video-based self-reflection and feedback program on preservice teachers' noticing and their learning during the program. Using pre-posttest and written reflections during the learning sessions, we compared this intervention (IG) with a journal-writing approach (CG). Results of the pre-posttest showed that IG members reflected more deeply on positive teaching events than CG members. Written reflections revealed that the first self-reflection in IG contained more superficially negative evaluations than self-reflection in the CG. In contrast, video feedback from peers and experts offered more counterbalanced evaluations with explanations, which, in turn, enhanced second self-reflection in IG.

AB - This study focused on effects of a video-based self-reflection and feedback program on preservice teachers' noticing and their learning during the program. Using pre-posttest and written reflections during the learning sessions, we compared this intervention (IG) with a journal-writing approach (CG). Results of the pre-posttest showed that IG members reflected more deeply on positive teaching events than CG members. Written reflections revealed that the first self-reflection in IG contained more superficially negative evaluations than self-reflection in the CG. In contrast, video feedback from peers and experts offered more counterbalanced evaluations with explanations, which, in turn, enhanced second self-reflection in IG.

KW - Educational science

KW - Feedback

KW - Intervention

KW - Preservice teacher education

KW - Teacher noticing

KW - Video

UR - http://www.scopus.com/inward/record.url?scp=84973513191&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2016.05.020

DO - 10.1016/j.tate.2016.05.020

M3 - Journal articles

VL - 59

SP - 45

EP - 56

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

ER -

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