Literaturnachweis - Detailanzeige
| Autor/inn/en | Kleinknecht, Marc; Gröschner, Alexander |
|---|---|
| Titel | Fostering preservice teachers' noticing with structured video feedback. Results of an online- and video-based intervention study. |
| Quelle | In: Teaching and teacher education, (2016) 59, S. 45-56Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| Schlagwörter | Lehrer; Lehrerausbildung; Feedback; Didaktik; Video; Unterricht; Intervention |
| 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. (Verlag). |
| Erfasst von | Externer Selbsteintrag |
| Update | 2018/2 |
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