Fostering preservice teachers' noticing with structured video feedback.
Results of an online- and video-based intervention study.
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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. (Verlag).
Schlagwörter
Lehrer, Unterricht, Didaktik, Video, Intervention, Lehrer, Lehrerausbildung, Feedback, Didaktik, Video, Unterricht, Intervention,
Quelle | In: Teaching and teacher education, (2016) 59, S. 45-56, URL des Volltextes: http://www.sciencedirect.com/science/article/pii/S0742051X16301007 |
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Sprache | englisch |
Dokumenttyp | Zeitschriftenaufsatz |
ISSN | 0742-051X |
Erfasst von | Externer Selbsteintrag |
Update | 2018/2 |