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

被引：62

作者：

Kleinknecht, Marc ^{[1
]}

Groeschner, Alexander ^{[2
]}

机构：

[1] Leuphana Univ Luneburg, Inst Sci Educ, Dept Teacher Educ & Sch Dev, Scharnhorststr 1, D-21335 Luneburg, Germany

[2] Univ Jena, Inst Sci Educ, Dept Res Teaching & Learning, Planetarium 4, D-07743 Jena, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2016年 / 59卷

关键词：

Intervention; Feedback; Video; Teacher noticing; Preservice teacher education; TEACHING EXPERIENCE; LESSON ANALYSIS; EDUCATION; KNOWLEDGE; COMPONENTS; FRAMEWORK; QUALITY; ABILITY; IMPACT;

D O I：

10.1016/j.tate.2016.05.020

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：45 / 56

页数：12

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