The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment

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@article{1acd1fc4b2c94a64aa70660de5d98c9f,
title = "The role of expert feedback in the development of pre-service teachers{\textquoteright} professional vision of classroom management in an online blended learning environment",
abstract = "This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers{\textquoteright} professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers{\textquoteright} PVCM.",
keywords = "Educational science, profesional vision, classroom management, expert feedback, video analysis, preservice teacher education",
author = "Prilop, {Christopher Neil} and Weber, {Kira Elena} and Marc Kleinknecht",
note = "Publisher Copyright: {\textcopyright} 2020 Elsevier Ltd",
year = "2021",
month = mar,
day = "1",
doi = "10.1016/j.tate.2020.103276",
language = "English",
volume = "99",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Pergamon Press",

}

RIS

TY - JOUR

T1 - The role of expert feedback in the development of pre-service teachers’ professional vision of classroom management in an online blended learning environment

AU - Prilop, Christopher Neil

AU - Weber, Kira Elena

AU - Kleinknecht, Marc

N1 - Publisher Copyright: © 2020 Elsevier Ltd

PY - 2021/3/1

Y1 - 2021/3/1

N2 - This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers’ PVCM.

AB - This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers’ PVCM.

KW - Educational science

KW - profesional vision

KW - classroom management

KW - expert feedback

KW - video analysis

KW - preservice teacher education

UR - http://www.scopus.com/inward/record.url?scp=85099222444&partnerID=8YFLogxK

UR - https://www.mendeley.com/catalogue/b18421c4-35c4-37d3-8ee0-e0cddf5fe707/

U2 - 10.1016/j.tate.2020.103276

DO - 10.1016/j.tate.2020.103276

M3 - Journal articles

VL - 99

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

SN - 0742-051X

M1 - 103276

ER -