通过视频模拟培养职前教师的评估技能

IF 1.8 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Michael Nickl, D. Sommerhoff, R. Böheim, S. Ufer, T. Seidel
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引用次数: 1

摘要

摘要:对学习者的相关特征进行充分的实时评估是有效教学必不可少的专业能力。然而,这项任务是具有挑战性的,特别是对教师学生来说,因为他们经常在概念性知识的应用上挣扎,缺乏对学习内容的个人价值和效用的感知。基于视频的模拟使学生获得以实践为导向的能力,以便在初始教师教育中对学生进行评估。在模拟中实现额外的脚手架可以增加学习收益。本研究考察了效用价值干预和概念知识提示是否能有效地支持对相关学习者特征的评估,以及这种效果如何受到成功期望的影响。研究参与者是N = 108名职前教师,他们完成了一个有效的基于视频的模拟。在2 × 2设计中,他们被随机分配到两种干预措施(效用价值干预,概念提示)中。结果表明,概念提示能有效提高判断准确率。效用价值干预只产生了描述性的改进,需要进一步的调查。两种干预相结合的效果最差。此外,结果表明,低成功期望的参与者从概念提示中获益更多。这些结果表明,概念知识提示和暂时的效用价值干预可以作为评估技能背景下模拟的有效框架。然而,他们也初步提出,复合支架可能需要更多的处理和反射时间才能有效。此外,两种框架的不同效果强调,基于成功预期的框架适应可以支持额外的学习收益。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Fostering pre-service teachers' assessment skills in a video simulation
Abstract: An adequate on-the-fly assessment of relevant learner characteristics is an essential professional ability for effective teaching. However, this task is challenging, particularly for teacher students, as they often struggle in applying conceptual knowledge and lack perception of personal value and utility of study contents. Video-based simulations enable the acquisition of practice-oriented abilities for student assessment in initial teacher education. Implementing additional scaffolding in simulations can increase learning gains. The present study examines whether a utility value intervention and conceptual knowledge prompts can effectively support the assessment of relevant learner characteristics and how such effects are influenced by success expectancy. The study participants were N = 108 pre-service teachers, who completed a validated video-based simulation. They were randomly assigned to both interventions (utility value intervention, conceptual prompts) in a 2 × 2 design. The results showed that conceptual prompts improved judgment accuracy effectively. The utility value intervention yielded only descriptive improvements that require further investigations. The combination of both interventions was least effective. Furthermore, the results suggest that participants with low success expectancy benefited more from conceptual prompts. These results suggest that conceptual knowledge prompts and tentatively also utility value interventions can be used as effective scaffolds in simulations in the context of assessment skills. However, they also tentatively suggest that more processing and reflection time might be required for the combined scaffold to be effective. In addition, the differential effectiveness of both scaffolds emphasizes that an adaptation of scaffolds based on, for example, success expectancy can support additional learning gains.
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来源期刊
Zeitschrift Fur Padagogische Psychologie
Zeitschrift Fur Padagogische Psychologie PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.70
自引率
4.80%
发文量
30
期刊介绍: Die Zeitschrift publiziert Beiträge aus dem Gesamtgebiet der Pädagogischen Psychologie. Alle eingereichten Beiträge werden einem anonymen Begutachtungsverfahren unterzogen ("blind peer-review").
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