How digital reflection and feedback environments contribute to pre-service teachers' beliefs during a teaching practicum.

Autor/inn/en	Prilop, Christopher Neil; Weber, Kira Elena; Kleinknecht, Marc
Titel	How digital reflection and feedback environments contribute to pre-service teachers' beliefs during a teaching practicum. Gefälligkeitsübersetzung: Wie digitale Reflexions- und Feedbackumgebungen zu den Überzeugungen von angehenden Lehrern während eines Unterrichtspraktikums beitragen.
Quelle	In: Studies in educational evaluation, (2019) 62, S. 158-170Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2019.06.005
Schlagwörter	Einstellung (Psy); Selbstwahrnehmung; Selbstwirksamkeit; Lehramtsstudium; Referendar; Feedback; Computertechnologie
Abstract	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. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3