Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers

Autor/inn/en	Pieper, Martin; Roelle, Julian; vom Hofe, Rudolf; Salle, Alexander; Berthold, Kirsten
Titel	Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers
Quelle	In: Psychology Learning and Teaching, 20 (2021) 1, S.107-127 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pieper, Martin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725720966190
Schlagwörter	Feedback (Response); Student Journals; Reflection; Student Teachers; Student Attitudes; Skill Development; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Studentenzeitung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Deutschland
Abstract	The main goal of this study was to test whether feedback from a lecturer and tutor on an initial reflective journal entry fosters reflection quality in a subsequent journal entry and reflection skills in student teachers. To address these questions, we, a team of educators and psychologists, conducted a field experiment during the practical semester. Student teachers (N = 54; 40 female) wrote two reflective journals about their own classroom teachings on an online-platform and were randomly assigned to one of two conditions: (a) reflective journaling with feedback (experimental condition, n = 27) or (b) reflective journaling without feedback (control condition, n = 27). Feedback in reflective journaling fostered reflection quality in the subsequent journal entry and conceptual knowledge about reflection. These findings indicate that feedback in reflective journal-keeping exerts a powerful influence in fostering reflection in student teachers during their practical semester. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01