Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision: The effect of different expert feedback and pre-service teachers’ feedback perceptions during online video analysis

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-02-05 DOI:10.1016/j.tate.2025.104949

Christopher Neil Prilop , Tijs Rotsaert , Ruben Vanderlinde

引用次数: 0

Abstract

This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. Findings suggest that concise and elaborate feedback can differently influence cognitive, meta-cognitive, and motivational outcomes. These results highlight the complexity of feedback content and perception, emphasizing the importance of further research to refine feedback strategies in teacher education.

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培养职前教师课堂管理知识、自我效能感和专业视野：不同专家反馈与职前教师在线视频分析反馈感知的影响

本研究探讨线上视讯分析中，简明与详尽的专家回馈对职前教师课堂管理知识、自我效能感与专业视野的影响。CG参与者在专业视力方面比IG参与者表现出更大的改善。参与者的知识只在IG中有所提高。反馈知觉在反馈内容与自我效能发展之间具有完全中介作用。研究结果表明，简明和详尽的反馈对认知、元认知和动机结果有不同的影响。这些结果突出了反馈内容和感知的复杂性，强调了进一步研究完善教师教育反馈策略的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.