Effects of digital video-based feedback environments on pre-service teachers’ feedback competence

TY - JOUR

T1 - Effects of digital video-based feedback environments on pre-service teachers’ feedback competence

AU - Prilop, Christopher Neil

AU - Weber, Kira Elena

AU - Kleinknecht, Marc

PY - 2020/1

Y1 - 2020/1

N2 - The present study investigates the added value of blended digital video-based feedback environments in fostering pre-service teachers' feedback competence on teaching during a practicum. Pre-service teachers practised providing their peers with feedback on their classroom management in traditional face-to-face feedback sessions (control group, n = 65) or blended digital video-based environments with an expert present (V-Feedback+, n = 22) or without (V-Feedback, n = 16). Before and after the practicum, a video-based tool was applied that required pre-service teachers to provide written feedback to a teacher concerning fictitious classroom events. Written feedbacks were analysed by applying quantitative content analysis. Feedback competence was assessed with six categories: assessment criteria; specificity; suggestions; questions; first person; and positive/negative emphasis. This study demonstrated that digital video-based environments can elicit stronger effects than traditional face-to-face settings, especially when combined with expert feedback. Results from the pre- and post-tests revealed that V-Feedback and V-Feedback + participants provided more specific feedback than the control group. V-Feedback + participants provided feedback containing more high quality suggestions than the V-Feedback group. This study illustrates how pre-service teachers’ feedback competence can be fostered in teaching practicums using digital video-based feedback environments.

AB - The present study investigates the added value of blended digital video-based feedback environments in fostering pre-service teachers' feedback competence on teaching during a practicum. Pre-service teachers practised providing their peers with feedback on their classroom management in traditional face-to-face feedback sessions (control group, n = 65) or blended digital video-based environments with an expert present (V-Feedback+, n = 22) or without (V-Feedback, n = 16). Before and after the practicum, a video-based tool was applied that required pre-service teachers to provide written feedback to a teacher concerning fictitious classroom events. Written feedbacks were analysed by applying quantitative content analysis. Feedback competence was assessed with six categories: assessment criteria; specificity; suggestions; questions; first person; and positive/negative emphasis. This study demonstrated that digital video-based environments can elicit stronger effects than traditional face-to-face settings, especially when combined with expert feedback. Results from the pre- and post-tests revealed that V-Feedback and V-Feedback + participants provided more specific feedback than the control group. V-Feedback + participants provided feedback containing more high quality suggestions than the V-Feedback group. This study illustrates how pre-service teachers’ feedback competence can be fostered in teaching practicums using digital video-based feedback environments.

KW - Digital learning environments

KW - Feedback

KW - Intervention

KW - Practicum

KW - Pre-service teacher education

KW - Video

UR - https://www.scopus.com/pages/publications/85071259939

U2 - 10.1016/j.chb.2019.08.011

DO - 10.1016/j.chb.2019.08.011

M3 - Journal article

SN - 0747-5632

VL - 102

SP - 120

EP - 131

JO - Computers in Human Behavior

JF - Computers in Human Behavior

ER -