The role of expert feedback in the development of pre-service teachers‘ professional vision of classroom management in an online blended-learning environment

Christopher Neil Prilop; Kira Elena Weber; Marc Kleinknecht

doi:10.1016/j.tate.2020.103276

The role of expert feedback in the development of pre-service teachers‘ professional vision of classroom management in an online blended-learning environment

Christopher Neil Prilop
, Kira Elena Weber
, Marc Kleinknecht

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

46 Citationer (Scopus)

Abstract

This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers’ PVCM.

Originalsprog	Engelsk
Artikelnummer	103276
Tidsskrift	Teaching and Teacher Education
Vol/bind	99
Sider (fra-til)	1
Antal sider	12
ISSN	0742-051X
DOI	https://doi.org/10.1016/j.tate.2020.103276
Status	Udgivet - mar. 2021
Udgivet eksternt	Ja

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Citationsformater

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title = "The role of expert feedback in the development of pre-service teachers{\textquoteleft} professional vision of classroom management in an online blended-learning environment",

abstract = "This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers{\textquoteright} professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers{\textquoteright} PVCM.",

keywords = "Classroom management, Expert feedback, Preservice teacher education, Professional vision, Video analysis",

author = "Prilop, \{Christopher Neil\} and Weber, \{Kira Elena\} and Marc Kleinknecht",

year = "2021",

month = mar,

doi = "10.1016/j.tate.2020.103276",

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journal = "Teaching and Teacher Education",

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The role of expert feedback in the development of pre-service teachers‘ professional vision of classroom management in an online blended-learning environment. / Prilop, Christopher Neil; Weber, Kira Elena; Kleinknecht, Marc.
I: Teaching and Teacher Education, Bind 99, 103276, 03.2021, s. 1.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avis › Tidsskriftartikel › Forskning › peer review

TY - JOUR

T1 - The role of expert feedback in the development of pre-service teachers‘ professional vision of classroom management in an online blended-learning environment

AU - Prilop, Christopher Neil

AU - Weber, Kira Elena

AU - Kleinknecht, Marc

PY - 2021/3

Y1 - 2021/3

N2 - This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers’ PVCM.

AB - This study investigates the effects of online video analysis, enhanced by online expert feedback, on preservice teachers’ professional vision of classroom management (PVCM). Preservice teachers composed analyses on videos of other teachers concerning classroom management facets (monitoring/managing momentum/rules and routines). While the control group only analyzed the videos online, the intervention group additionally received online expert feedback on their analyses. The results show that preservice teachers in the intervention group improved their PVCM, while members of the control group showed no significant increases. This study emphasizes the importance of expert feedback during video analysis to foster preservice teachers’ PVCM.

KW - Classroom management

KW - Expert feedback

KW - Preservice teacher education

KW - Professional vision

KW - Video analysis

UR - https://www.scopus.com/pages/publications/85099222444

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DO - 10.1016/j.tate.2020.103276

M3 - Journal article

SN - 0742-051X

VL - 99

SP - 1

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103276

ER -

The role of expert feedback in the development of pre-service teachers‘ professional vision of classroom management in an online blended-learning environment

Abstract

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