Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention.

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We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received additional expert feedback. Results of the pre–post-test showed that, although, video-based peer feedback can help to promote PVCM, the peer and expert feedback group outperformed the only peer feedback group and had a significantly higher increase than the CG in the total test of PVCM and in the facets of monitoring and managing momentum.
Original languageEnglish
JournalTeaching and Teacher Education
Volume76
Pages (from-to)39-49
Number of pages11
ISSN0742-051X
DOIs
Publication statusPublished - 11.2018

Bibliographical note

Publisher Copyright:
© 2018

    Research areas

  • Empirical education research - Video-based feedback, Professional vision, Classroom management, Intervention, Pre-service teacher education

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