Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
8941767 | Teaching and Teacher Education | 2018 | 11 Pages |
Abstract
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.
Related Topics
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Education
Authors
Kira Elena Weber, Bernadette Gold, Christopher Neil Prilop, Marc Kleinknecht,