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.
Original languageEnglish
Article number103817
JournalTeaching and Teacher Education
Volume117
ISSN0742-051X
DOIs
Publication statusPublished - 01.09.2022
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToJournal

    Research areas

  • Feedback, Video analysis, Microteaching, Pre -service teachers, In-service teachers

ID: 2905694