How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum
Research output: Journal contributions › Journal articles › Research › peer-review
Standard
In: Studies in Educational Evaluation, Vol. 62, 09.2019, p. 158-170.
Research output: Journal contributions › Journal articles › Research › peer-review
Harvard
APA
Vancouver
Bibtex
}
RIS
TY - JOUR
T1 - How digital reflection and feedback environments contribute to pre-service teachers’ beliefs during a teaching practicum
AU - Prilop, Christopher Neil
AU - Weber, Kira Elena
AU - Kleinknecht, Marc
PY - 2019/9
Y1 - 2019/9
N2 - This study investigated the impact of digital reflection and feedback environments on pre-service teachers’ beliefs about teaching and learning (constructivist/traditional) and self-efficacy before and after a teaching practicum. While pre-service teachers in one condition only self-reflected and received feedback in face-to-face sessions (n = 65), in the other conditions they also participated in text- (n = 19) or video-based (n = 22) digital reflection and feedback environments. Test results showed traditional beliefs increased in the text-based environment. Constructivist beliefs decreased in non-video conditions in comparison to the video-based digital environment. Self-efficacy was fostered in all conditions. Content analysis showed that pre-service teachers’ self-reflections and feedbacks were more positive in the video-based condition and self-reflections displayed a higher level of knowledge-based reasoning. Implications for future research are discussed.
AB - This study investigated the impact of digital reflection and feedback environments on pre-service teachers’ beliefs about teaching and learning (constructivist/traditional) and self-efficacy before and after a teaching practicum. While pre-service teachers in one condition only self-reflected and received feedback in face-to-face sessions (n = 65), in the other conditions they also participated in text- (n = 19) or video-based (n = 22) digital reflection and feedback environments. Test results showed traditional beliefs increased in the text-based environment. Constructivist beliefs decreased in non-video conditions in comparison to the video-based digital environment. Self-efficacy was fostered in all conditions. Content analysis showed that pre-service teachers’ self-reflections and feedbacks were more positive in the video-based condition and self-reflections displayed a higher level of knowledge-based reasoning. Implications for future research are discussed.
KW - Empirical education research
KW - Beliefs
KW - Digital environment
KW - Feedback
KW - Reflection
KW - Self-efficacy
KW - Teaching practicum
UR - http://www.scopus.com/inward/record.url?scp=85067998314&partnerID=8YFLogxK
U2 - 10.1016/j.stueduc.2019.06.005
DO - 10.1016/j.stueduc.2019.06.005
M3 - Journal articles
VL - 62
SP - 158
EP - 170
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
ER -