DOI

Studies have shown that feedback can have positive effects on student learning. Assuming that teaching experience can influence the frequency and quality of feedback, we analyzed and compared pre-and in-service teachers' feedback practices with microteaching videos. In-service teachers provided significantly more feedback than pre-service teachers. In-service teachers provided more feedback at the process level and showed more variety in combining feedback levels than did the pre-service teachers. However, feedback about self-regulation hardly occurred in both groups and should be fostered through practice -based programs.
OriginalspracheEnglisch
Aufsatznummer103817
ZeitschriftTeaching and Teacher Education
Jahrgang117
ISSN0742-051X
DOIs
PublikationsstatusVeröffentlicht - 01.09.2022
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    Fachgebiete

  • feedback, video analysis, microteaching, pre-service teachers, In-service teachers, interventions, meta-analysis, instructions, events

ID: 2905694