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

, Leuphana University of Lüneburg, Germany ; , Friedrich Schiller University Jena, Germany

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Kleinknecht, M. & Gröschner, A. (2016). Fostering preservice teachers’ noticing with structured video feedback: Results of an online- and video-based intervention study. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 45-56. Elsevier Ltd. Retrieved November 19, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.05.020

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