Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention

被引：92

作者：

Weber, Kira Elena ^{[1
]}

Gold, Bernadette ^{[2
]}

Prilop, Christopher Neil ^{[1
]}

Kleinknecht, Marc ^{[1
]}

机构：

[1] Leuphana Univ Luneburg, Inst Educ Sci, Univ Alle 1, D-21335 Luneburg, Germany

[2] Univ Erfurt, Dept Educ Sci & Empir Educ Res, Nordhauser Str 63, D-99089 Erfurt, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2018年 / 76卷

关键词：

Video-based feedback; Professional vision; Classroom management; Intervention; Pre-service teacher education; GENERAL PEDAGOGICAL KNOWLEDGE; PEER-FEEDBACK; EDUCATION; EXPERT; COMPETENCE; SKILLS; CLUB;

D O I：

10.1016/j.tate.2018.08.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We examined pre-service teachers' professional vision of classroom management (PVCM) before and after their first teaching practicum. Using a standardised, video-based test to measure PVCM, we compared two online- and video-based self-reflection and feedback approaches (IGs) with a conventional coaching and internship supervision (CG). Members of the first IG received video-based peer feedback, whereas members of the second IG received additional expert feedback. Results of the pre-post-test showed that, although, video-based peer feedback can help to promote PVCM, the peer and expert feedback group outperformed the only peer feedback group and had a significantly higher increase than the CG in the total test of PVCM and in the facets of monitoring and managing momentum. (C) 2018 Elsevier Ltd. All rights reserved.

引用

页码：39 / 49

页数：11

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