Promoting pre-service teachers' professional vision of classroom management during practical school training: Effects of a structured online- and video-based self-reflection and feedback intervention

By K. Weber, Bernadette Gold, C. Prilop, Marc Kleinknecht. Teaching and Teacher Education : An International Journal of Research and Studies, 2018

148 citations recorded by the source corpus.

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.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/ff9c36113eeb696fe87e46c1473ed1575776cbac

Citations in the corpus

• Student Teachers’ and Experienced Teachers’ Professional Vision of Students’ Understanding of the Rational Number Concept (2020, unknown): “…when professional vision is fostered with guided video observations (Blomberg et al. 2013; Sherin and van Es 2009; Stahnke et al. 2016; Stockero et al. 2017; Stürmer et al. 2013b; Weber et al. 2018), though the impact on classroom practices needs further exploration (Major and Watson 2017).”