Effects of different video- or text-based reflection stimuli on pre-service teachers’ emotions, immersion, cognitive load and knowledge-based reasoning

Kira Elena Weber, Christopher Neil Prilop, Marc Kleinknecht

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Abstract

To reflect on ones own or other teachers teaching practices as well as on different reflection stimuli (e.g. videos or texts) can evoke different emotions and entail varying degrees of cognitive load and knowledge-based reasoning for pre-service teachers. Participants in this study were distributed to four groups (“memory”; "video+memory”; “video other”, and “text other”) and reflected online on classroom management facets. Pre-service teachers in the “video+memory” group reported significantly more immersion and enjoyment while reflecting than the other three groups. All groups showed a moderate level of germane load and there were no differences between the groups. Participants in the video+memory and memory group showed higher levels of knowledge-based reasoning than those who reflected on other teachers’ classroom practice. Enjoyment was a significant positive predictor of both immersion and germane load, whereas boredom was a negative predictor. Implications for future research and reflection processes during teacher education are discussed.

Original languageEnglish
Article number101256
JournalStudies in Educational Evaluation
Volume77
Pages (from-to)1-9
Number of pages9
ISSN0191-491X
DOIs
Publication statusPublished - Jun 2023

Keywords

  • Cognitive load
  • Emotions
  • Knowledge-based reasoning
  • Pre-service teacher education
  • Reflection
  • Video analysis

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